1

CHAPTER I: CONCEPTS AND RELEVANCE

“The quality of assessors is critical to the quality of the assessment result.”
― Pearl Zhu, Quality Master

Basic Concepts

Assessment is an important element in the curriculum development process as

well in the teaching-learning process.
“Did I effectively facilitate learning? Did the learners learn the intended outcome?”
These are some of the questions that all teachers need to face day-to-day as they
encounter the diverse learners in the classroom.

At the end of the lesson, the students must have:

➢ Analyzed and evaluated the given situations to identify test,
measurement, assessment and evaluation in and discussed the
justifications.
➢ Compared and contrasted testing, measurement, assessment and
evaluation.

Please download and read the Philippine Professional Standards for Teachers
(PPST) from the given website https://www.deped.gov.ph/wp-
content/uploads/2017/08/DO_s2017_042-1.pdf. From the domains and context, highlight
and identify following words: 1.) assess and assessment; and 2.) evaluate and evaluation.
Write one or two sentences for your answer.

Domain 5. Assessment and Reporting

Domain 5 relates to processes associated with a variety of assessment tools and
strategies used by teachers in monitoring, evaluating, documenting and reporting learners’
needs, progress and achievement. This Domain concerns the use of assessment data in
a variety of ways to inform and enhance the teaching and learning process and programs.
It concerns teachers providing learners with the necessary feedback about learning
outcomes. This feedback informs the reporting cycle and enables teachers to select,
organize and use sound assessment processes.

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Strands Beginning Teachers What are the What are the terms I
terms I know? cannot understand?
Strand 5.1 Design, 5.1.1 Demonstrate
selection, knowledge of the
organization and design, selection,
utilization of organization and use
assessment of diagnostic,
strategies formative and
summative
assessment
strategies consistent
with curriculum
requirements.
Strand 5.2 Monitoring 5.2.1 Demonstrate
and evaluation of knowledge of
learner progress and monitoring and
achievement evaluation of learner
progress and
achievement using
learner attainment
data.
Strand 5.3 Feedback 5.3.1 Demonstrate
to improve learning knowledge of
providing timely,
accurate and
constructive feedback
to improve learner
performance.
Strand 5.4 5.4.1 Demonstrate
Communication of familiarity with a
learner needs, range of strategies for
progress and communicating
achievement to key learner needs,
stakeholders progress and
achievement.

Measurement, testing, assessment and evaluation are among the many essential
words that is associated to learning.

MEASUREMENT
Measurement is the quantitative description of an object’s characteristic or
attributes (De Guzman & Adamos, 2015) and it is a process used when the purpose of
assessment requires a quantitative data (Buenaflor, 2012). The quantitative descriptions
an data are expressed in numerical form.

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Teachers are always interested in finding out the amount of learning of a student
like adding whole numbers, recalling characters and events in the story, enumerating the
processes involved in the water cycle. This may be based on a standard and/or based on
the comparison of the performance of his/her peers. Different tools or instruments like
tests, oral presentations, written reports, etc can be used to gather the needed information
about the acquired competencies of the learners.

TESTING
According to Russell and Airasian as cited by De Guzman and Adamos (2015),
testing is a formal, systematic procdure for gathering information.
In addition according to Miller, Linn and Gronlund as cited by De Guzman and
Adamos (2015), test is a tool that is comprised of a set of questions administered during
a fixed period of time under comparable conditions for all students. It is an instrument
designed to measure any characteristic, quality, ability, knowledge or skills (Ubiña-
Balagtas & Dacamay, 2019). An educational test can be used to measure the progress of
the students for example a 10-item check-up quiz on subject verb agreement.
Consequently, it is the most dominant and traditional form of assessment.

ASSESSMENT
Ubiña-Balagtas and Dacamay (2019) defined assessment as a process of
gathering and organizing quantitative or qualitative data into an interpretable form to have
a basis for judgment of decision-making. It is a purposeful gathering and analyzing of
information about the students’ achievement in qualitative form that is consisting of
descriptions of what the students know and can do; and in quantitative form that is
students’ performance as measured by marks and or positions on a scale and it may occur
at any time before, during or at the end of a unit of instruction (Duchesne & McMaugh,
2016).
In addition, De Guzman and Adamos (2015) cited Black and William that
assessment also emphasized on the importance of feedback and signifying its purpose.
The information derived help the teachers in make decisions and judgments to improve
the teaching and learning process. The results of the chapter test revealed areas that the
teacher need to do remedial lessons for majority of the learners.

EVALUATION

Evaluation is a process of systematic interpretation, analysis, appraisal or

judgment of the worth of organized data as basis for decision-making (Ubiña-Balagtas &
Dacamay, 2019). It involves the decision whether the changes in the learners are
desirable. Further, De Guzman and Adamos (2015) cited Russell and Airasian defining
evaluation as the process of judging the quality of performance or course of action. The
data gathered by the teacher have to be interpreted in order to make sound decisions
about the learners and the teaching-learning process (De Guzman & Adamos, 2015). The
results and decisions should be based on a standard like the after evaluation, the score
of 50 out of 75 will be given a passing mark or a project rated 50 points out of 120 points
in the rubric will be given a failing grade.

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RELATIONSHIP AMONG MEASUREMENT, TEST AND EVALUATION

These words are interrelated to one another. De Guzman and Adamos (2015) cited
Bachman presenting the graphical relationship in the concepts of measurement, test and
evaluation.

Figure 1: Bachman’s Venn Diagram of Measurement, Test and Evaluation (De

Guzman & Adamos, 2015)

Area 1 is an evaluation that does not involve measurement or test for example
using a qualitative description to describe the learners’ performance. Area 2 refers to the
non-test measure for evaluation like ranking used by the teachers in assigning grades.
Area 3 is where all of them joined together and the best example to this is recorded and
graded teacher-made test. On the other hand, non-evaluative measures belong to Area
4. Examples of this are the test scores on correlational studies like attitudes and test
scores. Finally, non-evaluative and non-test measures like assigning numerical codes to
responses in a research study fall in area 5.

Now, let’s see how you understood these concepts.

A. Given the situations below, analyze and identify whether the teacher is doing
testing, measurement, assessment or evaluation. Write the best word to describe
the situation and justify your answer.

1. Mr. Ma gave a written exam on the food web and food chain.
2. Mrs. Go required her students to do a cooking demonstration and described the
output of the dishes as excellent, fair and needs improvement.
3. Mr. Moon studied the errors in the mathematical computations of his Grade 7
students as basis for his review.

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4. Teacher Yuan is checking and counting the scores of her students in the chapter
test.
5. Teacher May is studying the art works of her Grade 5 pupils so that she can decide
whom she will endorse to represent the school in the art contest.
6. Mrs. Miller is giving a 20-item drill on one-digit multiplication to her Grade 3
learners.
7. Ms. Yee computed the grades of her students so she can determine who passed
and who failed in her class.
8. Teacher Lor is doing an individual 100-meter dash for her class to determine the
speed their speed.
9. Mr. Gomez is making a list of learners to be commended for remediation in reading.
10. The Dean of the College of Teacher Education based on the pre-board
examination to find out the graduates that recommend to take the LET examination.

B. Explain the concept of testing, measurement, assessment and evaluation in

following situations.
1. Mr. Tan conducted a 50-item examination. He had determined that most of his
students fail to answer the questions on their topic about the Philippine
Geography. However, the total result shows that 80 % of the students passed
the examination.

2. Karen, a student-teacher majoring in English, conducted a teaching-

demonstration of the rules of grammar. She obtained an over-all rating of 73%.
The critic teacher wrote that Karen was nervous and did not master her lesson.
The critic teacher discussed this observation to Karen to correct and improve
her performance.

3. Mrs. Medez measured the size of the classroom and found out that the floor
area is 50 square meters, however, there was only one door in the classroom.
She reported to the principal that the classroom is enough for 40 students but
need to have another door for the exit.

At this point, you now have a clearer understanding of test, measurement,

assessment and evaluation. This time compare and contrasts these concepts. Make a
Venn diagram like the work of Bachman, and discuss each area.

A. Assessment and Evaluation

B. Test, Measurement, Assessment and Evaluation

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Chapter 1.

Basic Concepts
WRITE YOUR RESPONSES HERE:
Name: __________________________________________
Course & Year: ___________________________________

__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.

Strands Beginning Teachers What are the What are the terms I
terms I know? cannot understand?
Strand 5.1 5.1.1 Demonstrate
Design, selection, knowledge of the design,
organization and selection, organization
utilization of and use of diagnostic,
assessment formative and
strategies summative assessment
strategies consistent
with curriculum
requirements.
Strand 5.2 5.2.1 Demonstrate
Monitoring and knowledge of monitoring
evaluation of and evaluation of learner
learner progress progress and
and achievement achievement using
learner attainment data.
Strand 5.3 5.3.1 Demonstrate
Feedback to knowledge of providing
improve learning timely, accurate and
constructive feedback to
improve learner
performance.
Strand 5.4 5.4.1 Demonstrate
Communication of familiarity with a range of
learner needs, strategies for
progress and communicating learner
achievement to needs, progress and
key stakeholders achievement.

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

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A. Given the situations below, analyze and identify whether the teacher is doing
testing, measurement, assessment or evaluation. Write the best word to describe
the situation and justify your answer.
Ex.
Testing Ms. Tan is conducting a 10-item spelling quiz.
Justification: This is testing because Ms. Tan is doing a test.

Testing 1. Mr. Ma gave a written exam on the food web and

food chain.
Justification:
Evaluation 2. Mrs. Go required her students to do a cooking
demonstration and described the output of the dishes as
excellent, fair and needs improvement.
Justification:
Assessment 3. Mr. Moon studied the errors in the mathematical
computations of his Grade 7 students as basis for his
review.
Justification:
Measurement 4. Teacher Yuan is checking and counting the scores of her
students in the chapter test.
Justification:

Assessment 5. Teacher May is studying the art works of her Grade 5 pupils
so that she can decide whom she will endorse to represent
the school in the art contest.
Justification:

Testing 6. Mrs. Miller is giving a 20-item drill on one-digit multiplication

to her Grade 3 learners.
Justification:

Evaluation 7. Ms. Yee computed the grades of her students so she can
determine who passed and who failed in her class.
Justification:

Measurement 8. Teacher Lor is doing an individual 100-meter dash for her

class to determine the speed their speed.
Justification:

Assessment 9. Mr. Gomez is making a list of learners to be commended

for remediation in reading.
Justification:

Evaluation 10. The Dean of the College of Teacher Education based on

the pre-board examination to find out the graduates that
recommend to take the LET examination.
Justification:

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B. Explain the concept of testing, measurement, assessment and evaluation in

following situations.
1. Mr. Tan conducted a 50-item examination. He had determined that most of his
students fail to answer the questions on their topic about the Philippine
Geography. However, the total result shows that 80 % of the students passed
the examination.

__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________

2. Karen, a student-teacher majoring in English, conducted a teaching-

demonstration of the rules of grammar. She obtained an over-all rating of 73%.
The critic teacher wrote that Karen was nervous and did not master her lesson.
The critic teacher discussed this observation to Karen to correct and improve
her performance.

__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________

3. Mrs. Medez measured the size of the classroom and found out that the floor
area is 50 square meters, however, there was only one door in the classroom.
She reported to the principal that the classroom is enough for 40 students but
need to have another door for the exit.

__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

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At this point, you now have a clearer understanding of test, measurement,

assessment and evaluation. This time compare and contrasts these concepts. Make a
Venn diagram like the work of Bachman, and discuss each area.

C. Assessment and Evaluation

__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________

D. Test, Measurement, Assessment and Evaluation

__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

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CHAPTER I: CONCEPTS AND RELEVANCE

Functions and Types of Tests

For a long time, tests had been one of the essential parts of education. Results
from tests had been used as evidenced of learning in an instructional process. However,
it is important to note that it is not the end-all and be-all of education. Nonetheless, it is
acknowledge that its significance as source of information in helping teachers provide the
best learning experience for their students, since

At the end of the lesson, the students must have:

➢ Familiarized and identified the functions of testing on the scenarios.
➢ Analyzed and evaluated the types of test that can be best used in the
given situations.

Read and study the statements below.

A. Given situations.
1. Tests results are used to identify disadvantage learners for remediation.
2. The results of the tests are make use to determine the amount of
learning.
3. The results of the tests are employed to find out the quality of instructions.
4. Tests results are used to find out the strength and weaknesses of the
strategies.
5. Tests results are utilized as data for studies.

B. Given questions.
1. What is your personal view of regarding the learning of students under
the new normal condition?
2. Who is the author of Noli Me Tangere?
3. What is the next number in the 1, 2, 4, 7, 12, …?
4. Who can run the fastest among my students?
5. What are the chemical elements contained in water?

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A. From the given situations on the previous activity, who do you think will use the
tests results? Choose the best answer from the following words: Teacher,
Principal/Administrator, Guidance Counselor, Researcher, Learner.

B. From the given questions on the previous activity, what is the expected
answer? Choose the best answer from the following words: a word or two, an
illustration, an action, a paragraph, a symbol, a number.

FUNCTIONS OF TESTING
In conducting testing, one should be aware of its purpose so that the most
appropriate type of test can be chosen. De Guzman and Adamos (2015) cited Hopkins
who identified the four interrelated categories of testing function namely: instruction,
administrative, research and evaluation and guidance.

A. Instructional Functions
1. Meaningful learning objectives can be clarified as facilitated by testing.
Teachers need to be reminded of the learning objectives during test
constructions because the assessment tasks must provide mutual support to
the teaching-learning activities.
2. Feedback to the teacher and learner can be provided by tests’ results. Both
the teacher and the learner can utilize the results of the test for self-diagnosis.
Learners can assess their own learning and performance. Additionally through
this, the teacher can be guided in the adjustment of the pedagogical practices
considering the learning styles of the learners.
3. Learning can be motivated by tests. Many research studies show that testing
increases academic preparations and academic achievement as well as their
positive and favorable attitudes toward instruction.
4. Learning can be facilitated by tests. In many research studies, it has been
shown that tests and feedback can boost learning concepts to achieve mastery
and retain learning.
5. Tests are useful means of overlearning. “Overlearning means continued study,
review. Interaction or practice of the same material even after concepts and
skills had been mastered”, (De Guzman and Adamos, 2015, p. 6). Pre-test
prior to instruction can be best way to avoid overlearning.

B. Administrative Functions
1. Mechanism of quality control can be provided by tests’ results. The strengths
and weaknesses of the curricula can be determined by the results of tests. In
this ways, Administrators can devise and implement methods for the
improvement of outcomes on these bases.

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2. Tests facilitate better classification and placement decisions. The school’s

administration can devise their own classification and placement system using
the tests’ results of the learners.
3. The quality of selection decisions can be increased using tests. Schools can
select students for specific programs based on their level of ability using tests.
4. Tests can be a useful means of accreditation, mastery or certification. Tests
provide a means of certifying knowledge and skills like the National Certificate
Level II issued by the Technical Education and Skills Development Authority
(TESDA) after passing the competency-based assessment and the licenses
given to teachers after passing the Licensure Examination for Teachers (LET)
conducted by the Professional Regulation Commission (PRC) as mandated by
Republic Act No. 7836 .

C. Research and Evaluation Functions

Tests are useful for program evaluation and research. Many research
studies utilized tests as a means of gathering data like effectiveness of new
pedagogical techniques, effectiveness of innovations in technology-enhanced
learning as well as in determining impact and success of various programs.

D. Guidance Functions
In diagnosing an individual’s special aptitudes and abilities, tests can be of
great value. In a school, the guidance department gives intelligence tests, aptitude
tests and personality inventories, along with interviews and counseling sessions to
evaluate learner’s scholastic aptitude, achievement, interests and personality. The
aim of guidance is to maximize the development of the abilities and interests of
each learner to guide them in the selection of their career path to take advantage
of the educational, vocational and personal opportunities.

TYPES OF TESTS
“The successful use of a test depends on the purpose and construct to be
measured and the understanding of the types of tests is beneficial to get the most of them
(De Guzman and Adamos, 2015, p. 3). Here are several typologies of tests.

A. According to Mode of Response/Type of Answer

1. Oral Test – In an oral test, answers are spoken. It can be best used to measure
oral communication skills.
2. Written Tests – On the other hand, written test requires learners to write or
marked their responses. This can be conducted to a large group at one time.
a. Verbal Tests – Verbal test is a test which words are very necessary in
responding to test items.
b. Non-verbal Tests – In these types of tests, examinees responds to tests
items in the form of drawings or designs.
3. Performance Tests – Performance tests obliges students for activities that
would demonstrate their skills and ability to execute specific actions.

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B. According to Ease of Quantification of Response/Scoring

1. Objective Tests – These types of tests have a single or specific convergent
response that’s why they can be corrected and quantified easily.
2. Subjective Tests – On the other hand, subjective tests elicit varied responses
and may have more than one answer. Because the examinees have the liberty
to write their answers, it can be quite difficult to check, since the scoring can
be influenced by the personal opinion or judgment of the corrector.

C. According to the Mode of Administration

1. Individual Test – This is a test that is given to one person at a time.
2. Group Test – However, this test is administered to a class or group of
examinees simultaneously applying the practical need of testing.

D. According to Test Constructor

1. Standardized Tests – These are tests that are prepared by specialist and
experts guided by the principles of assessment. They are administered to
examinees under the same conditions. There are manuals and guides to aid
in the administration and interpretations of test results, so scoring procedures
and interpretations are consistent. They have high validity and reliability and
can be used for a long period of time.
2. Non-standardized Tests – These are prepared by teachers who may not
practice the principles of test construction. Due to limited time and lack of
opportunity to pre-test the items or pilot test, the quality of items of teacher-
made tests are un uncertain, or if known, they are generally lower. Test items
are not thoroughly examined for validity and scores are not subjected to any
statistical procedure to determine reliability.

E. According to Mode of Interpreting Results

1. Test that yield norm-referenced interpretations are evaluative instruments that
measure a student’s performance in relation to the performance of a group on
the same test. Comparisons are made and the student’s relative position is
determined.
2. Test that allows criterion-referenced interpretations describe each student’s
performance against an agreed upon pre-established criterion or level of
performance. Criterion is the range of well-defined instructional objectives
outcomes.

F. According to Nature of Answer

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1. Personality Test – A personality test measures one’s personality and

behavioral style. It also determines the strength and weaknesses on one’s
personality. This type of test has no wrong or right answer.
2. Achievement Test – As a result of instruction and training experiences, this
type of test measures student’s learning that can be used as a basis for
promotion to the next grade. Results of achievement test are obtained after the
instruction.
3. Aptitude Test – This type of test finds out the potentials of students to learn
and do new task. This is usually conducted prior to instruction.
4. Intelligence Test – The innate intelligence or mental ability of an individual is
determined by this type of test. It taps into the analytic, practical and creative
aspects of intelligence.
5. Sociometric Test – This test measures the interpersonal relationships in a
social group. It allows learners to express their preferences in terms of likes
and dislikes for other members of the group.
6. Trade or Vocational Test – This test is used to assess the individual’s
knowledge, skills and competence for a particular occupation. A trade test may
consist of theory test that may be written and practical test that may be hands-
on or demonstration.

G. Other Classifications according to Ubiña-Balagtas and Dacamay (2019)

1. Psychological Tests – These are types of tests that aim to measure students’
intangible aspects of behavior like intelligence, attitudes, interests and
aptitude.
2. Educational Tests – These tests aim to measure the results or effects of
instructions.
3. Mastery Test – This test measures the degree of mastery of a limited set of
specific learning outcomes and typically use criterion referenced
interpretations.
4. Power Test – This type of test consists of items arranged in order of increasing
difficulty and is designed to determine the level of performance under sufficient
time conditions.
5. Speed Test – A type of test that is designed to measure the number of items
an individual can complete in a given time. It consists of items approximately
of the same level of difficulty.

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Given the situations below, discuss two types of test can you recommend.
1. A art teacher wanted to determine the learning of his/her pupils on the different
lines and figures used in art.
2. Sir Mark, a TLE teacher, needed to measure the learning of his students in
carpentry.
3. A science teacher wanted to determine the learning of his/her students on
chemical balancing.
4. Miss Kim, a kindergarten teacher had observed some abnormal behaviors on
the learners during group activities.
5. Miss Pines, an English teacher, would like to measure the skills of her students
in reading comprehension.

Given the scenarios below, discussed extensively the functions of test reflected.
1. Mr. Ramon was doing an item-analysis of 3rd quarter examination in Araling
Panlipunan. He noticed that the items that the students were able to answer
correctly were the items he had conducted pre-testing, while the items that most
of his students failed were the items that students were not clarified of their tasked.

2. During a faculty meeting, Principal Martin discussed the results of the National
Achievement Test (NAT) to the teachers. He mentioned the areas that the learners
successfully passed. He also stated the areas that the learners failed and solicited
solutions for intervention. He also identified those learners that belong to the group
with the lowest scores and recommended remedial classes for them.

3. The CPSU College of Teacher Education administered a LET pre-board

examination to the graduating pre-service teachers. The results were used for
basis and recommendations for the review classes. Each examinee was also given
the feedback highlighting their weak and strong areas.

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

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Chapter 1

Chapter 1 Functions and Types of Tests

WRITE YOUR RESPONSES HERE:
Name: _________________________________________
Course & Year: ________________________________

A. From the given situations, who do you think will use the tests results? Choose
the best answer from the following words: Teacher, Principal/Administrator,
Guidance Counselor, Researcher, Learner.
1. Tests results are used to identify disadvantage learners for remediation.
_____________________________________________________
2. The results of the tests are make use to determine the amount of
learning.
_____________________________________________________
3. The results of the tests are employed to find out the quality of instructions.
_____________________________________________________
4. Tests results are used to find out the strength and weaknesses of the
strategies.
_____________________________________________________
5. Tests results are utilized as data for studies.
_____________________________________________________

B. From the given questions on the previous page, what is the expected
answer? Choose the best answer from the following words: a word or two, an
illustration, an action, a paragraph, a symbol, a number.
1. What is your personal view of regarding the learning of students under
the new normal condition?
_________________________________________
2. Who is the author of Noli Me Tangere?
_________________________________________
3. What is the next number in the 1, 2, 4, 7, 12, …?
_________________________________________
4. Who can run the fastest among my students?
_________________________________________
5. What are the chemical elements contained in water?
_________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

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Given the situations below, discuss two types of test can you recommend.
Example:
A Grade 2 teacher wants to find out the learning of the pupils in
multiplication.
Answer: I recommend an objective type of test because this test requires only a
single answer. He can also use a speed test since he can use items with
the same level of difficulty over a specified period of time.

1. A art teacher wanted to determine the learning of his/her pupils on the different
lines and figures used in art.
Answer:
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Sir Mark, a TLE teacher, needed to measure the learning of his students in
carpentry.
Answer:
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. A science teacher wanted to determine the learning of his/her students on

chemical balancing.
Answer:
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Miss Kim, a kindergarten teacher had observed some abnormal behaviors on

the learners during group activities.
Answer:
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 18

5. Miss Pines, an English teacher, would like to measure the skills of her students
in reading comprehension.
Answer:
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Given the scenarios below, discussed extensively the functions of test reflected.

1. Mr. Ramon was doing an item-analysis of 3rd quarter examination in Araling

Panlipunan. He noticed that the items that the students were able to answer
correctly were the items he had conducted pre-testing, while the items that most
of his students failed were the items that students were not clarified of their tasked.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. During a faculty meeting, Principal Martin discussed the results of the National
Achievement Test (NAT) to the teachers. He mentioned the areas that the learners
successfully passed. He also stated the areas that the learners failed and solicited
solutions for intervention. He also identified those learners that belong to the group
with the lowest scores and recommended remedial classes for them.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. The CPSU College of Teacher Education administered a LET pre-board
examination to the graduating pre-service teachers. The results were used for
basis and recommendations for the review classes. Each examinee was also given
the feedback highlighting their weak and strong areas.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

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CHAPTER I: CONCEPTS AND RELEVANCE

Purpose of Assessment

Assessment plays a major role in how students learn, their motivation to learn, and
how teachers teach. Assessment is used for various purposes and each purpose is
necessary at different times in students’ learning, or for management of teaching and
learning processes. In this lesson, the purpose of assessment such as assessment for,
as and of learning will be discussed.

At the end of the lesson, the students must have determined and explained
the purpose of assessment shown in the different assessment scenarios.

Research some photos that feature assessment in a classroom setting and make a
collage, then give a brief discussion about the concept of assessment.

Note: Use a short bond paper for the output

Below is a portion of memorandum from Department of Education. Read and

answer the questions on page 23.

DO 5, s. 2013-Policy Guidelines on the Implementation of the School Readiness

Year End Assessment (SReYA) for Kindergarten

1. Pursuant to Republic Act (RA) No. 10157 otherwise known as the Kindergarten
Education Act, Kindergarten Education as the First state of Compulsory and
mandatory formal education is vital for the holistic development of the Filipino
child.
2. Kindergarten Education is hereby institutionalized as part of basic education
which was made effective starting School Year (SY) “2011-2012 following the
Standard Competencies for Five-Year Old Filipino Children. Along with the
implementation of this curriculum, an assessment tool is deemed necessary.
Thus, the School Readiness Year-End Assessment (SReYA) was restructured
and contextualized into 12 dominant languages (Mother Tongue). The tool is
intended to assess the performance level of all kindergarten pupils in the

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 20

elementary school system across different development domains aligned with

the national Early Learning Framework.
3. The School Readiness Year-End Assessment (SReYA) aims to:
a. Assess children`s readiness across the different developmental domains
(Physical Health and Well-being, Motor Development, Mathematics,
Language and Literacy, Sensory Perceptual, Physical and Social
Environment, Character and Values Development, ansd Socio-emotional
development);
b. Utilize the results as basis for providing appropriate interventions to address
specific needs of the children; and
c. Share with parents the results of their child`s assessment as basis for
helping them come up with home-based activities for their supplemental
learning.
4. The assessment shall not be treated as an achievement test or final
examination. Hence, no child shall be refused entry to Grade 1 based on the
result of this assessment.

The Purpose of Assessment

There are three interrelated purposes of assessment. Knowledge of these
purposes and how they fit in the learning process can result to a more effective
classroom assessment.

Assessment for Learning (AfL)

Assessment for learning pertains to diagnostic and formative assessment tasks
which are used to determine learning needs, monitor academic progress of students
during a unit or block of instruction and guide instruction. Students are given on-going and
immediate descriptive feedback concerning their performance. Based on assessment
results, teachers can make adjustment when necessary in their teaching methods and
strategies to support learning. They can decide whether there is a need to differentiate
instruction or design more appropriate learning activities to clarify and consolidate
students` knowledge, understanding and skills. Examples of assessment of learning are
pre-test, written assignments, quizzes, concept maps, focused questions, among others.

Assessment as Learning (AaL)

Assessment as learning employs tasks or activities that provide students with an
opportunity to monitor and further their own learning-to think about their personal learning
habits and how they can adjust their learning strategies to achieve their goals. It involves
metacognitive processes like reflection and self-regulation to allow students to utilize their
strengths and works on their weaknesses by directing and regulating their learning.
Hence, students are responsible and accountable for their own learning. Self-and peer-
assessment rubrics and portfolios are example of assessment as learning. Assessment

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 21

as learning is also a formative which may be given at any phase of the learning process
(DepEd Order 8, s. 2015).

Assessment of Learning (AoL)

Assessment of learning is summative and done at the end of a unit, task, process
or period. Its purpose is to provide evidence of a student`s level of achievement in relation
to curricular outcomes. Unit tests and final projects are typical examples of summative
assessment. Assessment of learning is used for grading, evaluating and reporting
purposes. Evaluation feedback on the student`s proficiency level is given to the students
concerned, likewise to his/her parents and other stakeholders. Assessment of learning
provides the foundation for decisions on student`s placement and promotion.

Read and understand the scenarios carefully. Discuss the purpose of assessment
as reflected in these scenarios.
1. Teacher Grace is done with Unit 1. She wants to know how well her students
could demonstrate the knowledge and skills targeted at the beginning of the
Unit. She also wanted to find out what knowledge and skills the students failed
to attain.

2. Teacher Emma gave a True or False pretest on social justice. Based on the
pretest results, she taught her class social justice by correcting whatever wrong
concepts the students have and affirmed and expounded on their correct
concepts. After correcting their wrong concepts and affirming their correct
answers, Teacher Emma gave the class a posttest. She also reflected that
giving pre-test and post-test to her students is effective.

As a college student, you underwent several assessments in basic education.

Recall and describe from own personal experiences an assessment that you think was
truly meaningful to you. Explain why it is meaningful in the context of the purpose of
assessment.

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 22

Chapter 1.

Purpose of Assessment
WRITE YOUR RESPONSES HERE:
Name: _________________________________
Course & Year: ________________________

Research some photos that feature assessment in a classroom setting and make a
collage, then give a brief discussion about the concept of assessment.

Note: Use a short bond paper for the output

Read and answer the questions base on DO 5, s. 2013-Policy Guidelines on the

Implementation of the School Readiness Year End Assessment (SReYA) for
Kindergarten

Questions:
1. What assessment is mentioned in the memorandum? What is the purpose of giving
such assessment?
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What type of test is it?

________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Is this graded assessment? Why or why not?

________________________________________________________________
________________________________________________________________
________________________________________________________________

4. What is the relevance of the assessment to students, teachers, parents and the
school?
________________________________________________________________
________________________________________________________________
________________________________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 23

Read and understand the scenarios carefully. Discuss the purpose of assessment
as reflected in these scenarios.
1. Teacher Grace is done with Unit 1. She wants to know how well her students could
demonstrate the knowledge and skills targeted at the beginning of the Unit. She
also wanted to find out what knowledge and skills the students failed to attain.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________

2. Teacher Emma gave a True or False pretest on social justice. Based on the pretest
results, she taught her class social justice by correcting whatever wrong concepts
the students have and affirmed and expounded on their correct concepts. After
correcting their wrong concepts and affirming their correct answers, Teacher
Emma gave the class a posttest. She also reflected that giving pre-test and post-
test to her students is effective.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________

As a college student, you underwent several assessments in basic education.

Recall and describe from own personal experiences an assessment that you think was
truly meaningful to you. Explain why it is meaningful in the context of the purpose of
assessment. Write your answer here.

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 24

CHAPTER I: CONCEPTS AND RELEVANCE

Roles of Assessment

Assessment plays an important role in the process of learning and motivation. The
types of assessment tasks that we ask our students to do; determine how they will
approach the learning task; and what they know or can do at certain times in order to
report their achievement and progress. In this lesson, the roles of assessment such as
placement, diagnostic, formative and summative assessment will be discussed.

At the end of the lesson, the students must have determined and explained the
roles of assessment shown in the different assessment scenarios.

Highlight at least 10 terms that are related to assessment. List down your
answers on page 30.
B E S P P K K O P P Q D E D F
A S S O P U U K O L I F E I O
K E O P R K R J R A Z Q X M R
O L P O E O U H G C R U A A M
D F U K T R K N I E D I M B A
G A G O E U O F G M U Z I A T
I S I M S S K T N E R Z N N I
D S L S T I K T O N W E A G V
O E E I U L O N G T E S T B E
K S C S U M K T H T T S I A S
A S S E S S M E N T W O O N A
Y M F O U M H A F O Q K N G G
K E K P M J J H T P S L F I A
A N L D U L K L O I X A G P M
Y T G D R A K U L A V B S N H
O D H H F L K N M G F E D L S

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 25

Determine the purpose of assessment shown in the following assessment

scenarios. Select from the options below. Write a short explanation why is so and place
your answer on page 31.
a. Assessment as selection or placement
b. Assessment as instruction and providing feedback
c. Assessment as determining what learners need to learn next
d. Assessment as diagnosing learner`s difficulties and misconceptions
e. Assessment as determining progress along a developmental continuum
f. Assessment as program evaluation or accountability

Assessment Scenarios
1. A twelve year old out-of-school youth who stopped during the fourth grade took a test
given by the Department of Education to go back to formal schooling. The test
determines the grade or year level appropriate for the learner.
2. Every year, a national normed assessment is given to grade 3 pupils in English, Math
and Science.
3. The teacher returned a student`s Math worksheet with written comments. The
teacher`s remarks consist of a compliment and a correction. An explanation was
provided concerning what the student did correctly and incorrectly, what was
accurate and inaccurate in the student`s work.
4. A Math Teacher gives a test towards the end of the unit. He/She will use the test
items as starting point for discussion of conceptual problems revealed by the test.
5. An English teacher regularly assesses student`s skills by using probes which are
brief, easily-administered measures. The teacher then graphs changes in the
number of correct words as per minute (reading) and compares each student`s
growth to the rate of improvement needed to meet the learning goals.
6. A Technology and Livelihood Education teacher is teaching ICT to his students.
Through oral questioning, he asked several students about the use of Internet in
searching for information and the computer file system. He also provided a short
computer exercise. After confirming what the students know and can do, the teacher
proceeded to the next segment –how to download files from the internet.

ROLES OF ASSESSMENT

There are four roles of assessment used in the instructional process. Miller, Linn
& Gronlund (2009) identified these as functional roles of assessment in classroom
instruction. Analogously, Nitko (1994) enumerated these as instructional decisions
supported by tests.

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 26

1. Placement Assessment
Placement assessment is basically used to determine a learner`s entry
performance. Done at the beginning of instruction, teachers assess through a readiness
pre-test whether students possess pre-requisite skills needed prior to instruction. If pre-
requisite skills are insufficient, then the teacher can provide learning experiences to help
them develop those skills. If students are ready, then the teacher can proceed with
instruction as planned. An example of a readiness pre-test is an arithmetic test given to
students who are about to take elementary algebra.
Placement assessment is also used to determine if students have already acquired
the intended learning outcomes. A placement pre-test contains items that measure
knowledge and skills of student’s reference to the learning targets. If students do not fare
well, the teacher can proceed with the planned instruction. However, if the students have
already achieved the learning outcomes, then the teacher may advance the students to a
higher cognitive level. This suggests that the teacher designs more complex problems or
activities for the students.

2. Formative Assessment
There is now a shifting from a testing culture to an assessment culture
characterized by the integration of assessment and instruction (Dochy, 2001). This is
where formative assessment comes in. Formative assessment mediates the teaching and
learning processes. It is learner-centered and teacher-directed. It occurs during
instruction. It is context-specific since the context of instruction determines the appropriate
classroom assessment technique. Consider the following examples. Muddiest point is a
technique that can be used to address gaps in learning. The technique consists of asking
students at the end of a lesson to scribble down their answer to the question, “What is the
muddiest point in the lecture, discussion and assignment or activity?” Another is a
`Background knowledge probe` which is a short and simple questionnaire given at the
start of a new lesson to uncover students` preconceptions. From these we can see that
formative assessment is used as feedback to enhance teaching and improve the process
of learning. It is an on-going process, hence learners regularly receive feedback. And how
does this work? For instance, a teacher provides his comments and suggestions to an
essay on climate change submitted by one of his/her students. The student revises his
/her work before being finally assessed. Other types of formative assessment includes
question and assessment are recorded for the purpose of monitoring students` learning
progress. However, these are not used as bases for students` marks.

Attribute of an Effective Formative Assessment

Melmer Burmaster and James (2008) delineated five key attributes of an
effective formative assessment. In order for formative assessment to be effective,
it requires the active involvement of students in the learning process through self-
and-peer-assessment. Through immediate constructive dialogue and feedback,
instructional adjustments are made as appropriate and necessary. Learning
opportunities are provided to help students in bringing the gap between their
current performance and the articulated learning goals or standards. As a partner

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 27

in the teaching and learning process, a collaborative environment is produced-one

that is characterized by transparency, respect and appreciation of differences.
1. Learning progressions. Learning progressions should clearly
communicate the subgoals of the ultimate learning goal.
2. Learning Goals and Criteria for Success. Learning goals and criteria for
success should be clearly identified and communicated to students.
3. Descriptive Feedback. Students should be provided with evidence –
based feedback that is linked to the intended instructional outcomes and
criteria for success. Hattie and Timperley (2007) constructed a model of
feedback to enhance learning. Effective feedback can operate on any of
four levels: Task (How well tasks are understood/performed), Process
(The main process needed to understand/perform tasks), Self-regulation
(Self-monitoring, directing, and regulating of actions) and Self-level
(Personal evaluations and affect (usually positive) about the learner).
4. Self-and Peer-Assessment. Both self-and peer-assessment are
important for providing students and opportunity to think metacognitively
about their learning.
5. Collaboration. A classroom culture in which teachers and students are
partners in learning should be established.

3. Diagnostic Assessment

Diagnostic assessment is intended to identify learning difficulties during

instruction. A diagnostic test for instance can detect commonly held misconceptions in a
subject. Contrary to what others believe, diagnostic test are not merely given at the start
of instruction. It is used to detect causes of persistent learning difficulties despite the
pedagogical remedies applied by the teacher. This is not used as part of a student`s mark
of achievement.

4. Summative Assessment

Summative assessment is done at the end of instruction to determine the extent

to which the students have attained the learning outcomes. It is used for assigning and
reporting grades certifying mastery of concepts and skills. An example of summative
assessment is the written examination at the end of the school year to determine who
passes and who fails.

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 28

Determine the role of assessment and how was the information used in the given scenario.
Explain your answer.

1. A group of Science teachers analyzed the results of the national achievement test
given to Grade 6 pupils. Most of their students obtained low scores in science.
They learned further that their students had difficulty with items about physical and
chemical changes, forms and uses of energy, and motion. They thought of a
professional development project that focuses on introducing pedagogical
innovations particularly in teaching the said topics. After two years, they saw a
marked improvement in the performance of their students in the national test,
particularly on Science items about forms of matter, energy and motion.

2. For the entire session, a Social Studies teacher emphasized the importance of
human rights in nation building. Towards the end of the period, he handed each
student a piece of paper and posed a question: “What happens if human rights
violations go unchecked?” the teacher made use of the “exit ticket” strategy to see
what students have learned at the end of the lesson. The students wrote their
answers to the question and submitted them to the teacher at the end of the period
upon leaving. After reading his students` responses, he starts planning for the next
session.

3. Ms. Jimenez suspected that one of her pupils has limited reading skills. To help
the learner, she needed to identify the specific areas with which the child struggles.
Is the child impaired in one or more of the following components: phonemic
awareness, phonics, fluency, vocabulary and comprehension? To answer her
questions, she gave the learner an assessment. Upon ascertaining that the child
has difficulty in phonics, the teacher thought of using an analogic approach to
teach phonics.

4. Every month, teachers in a private high school give an interim Math test to check
on student progress. Any student who obtains a score below the cut score of 75 is
invited to attend a special class for additional instruction. However, if the student
obtains a `fail` score in two or more occasion, the student is enjoined to attend the
special class.

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 29

Your goal is to think of analogies or metaphors for the roles of assessment: placement,
formative, diagnostic, summative. Use them and create your own memes. Give a brief explanation
for each meme (3-5 sentences).

The word `meme` was coined by Richard Dawkins to explain how cultural information for
spreads. Now, it pertains to an idea that spreads from person within a culture, commonly taking the
form of an image or photo with an accompanying word or phrase.

Samples: below are images with integrated metaphors about the roles of assessment.

When the cook tastes the soup that`s formative. When the guests
tastes the soup, that`s summative. (Stake B. cited in Earl, L. 2004.)

Placement assessment means…

Inches

Locating a student in the “instructional number line”

1 2 3 4 5 6 7 8 9
Note: Use a short bond paper for the output

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 30

Chapter 1.

Roles of Assessment
WRITE YOUR RESPONSES HERE:
Name: __________________________________________
Course & Year: ___________________________________

Determine the purpose of assessment shown in the following assessment

scenarios. Select from the options below. Write a short explanation why is so.
a. Assessment as selection or placement
b. Assessment as instruction and providing feedback
c. Assessment as determining what learners need to learn next
d. Assessment as diagnosing learner`s difficulties and misconceptions
e. Assessment as determining progress along a developmental continuum
f. Assessment as program evaluation or accountability
Assessment Scenarios Answer/s and Explanation/s
1. A twelve year old out-of-school youth who
stopped during the fourth grade took a test
given by the Department of Education to go
back to formal schooling. The test
determines the grade or year level
appropriate for the learner.
2. Every year, a national normed assessment
is given to grade 3 pupils in English, Math
and Science.
3. The teacher returned a student`s Math
worksheet with written comments. The
teacher`s remarks consist of a compliment
and a correction. An explanation was
provided concerning what the student did
correctly and incorrectly, what was accurate
and inaccurate in the student`s work.

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 31

4. A Math Teacher gives a test towards the end

of the unit. He/She will use the test items as
starting point for discussion of conceptual
problems revealed by the test.
5. An English teacher regularly assesses
student`s skills by using probes which are
brief, easily-administered measures. The
teacher then graphs changes in the number
of correct words as per minute (reading) and
compares each student`s growth to the rate
of improvement needed to meet the learning
goals.
6. A Technology and Livelihood Education
teacher is teaching ICT to his students.
Through oral questioning, he asked
several students about the use of Internet
in searching for information and the
computer file system. He also provided a
short computer exercise. After confirming
what the students know and can do, the
teacher proceeded to the next segment –
how to download files from the internet.

Determine the role of assessment and how was the information used in the given scenario.
Explain your answer.

1. A group of Science teachers analyzed the results of the national achievement test
given to Grade 6 pupils. Most of their students obtained low scores in science.
They learned further that their students had difficulty with items about physical and
chemical changes, forms and uses of energy, and motion. They thought of a
professional development project that focuses on introducing pedagogical
innovations particularly in teaching the said topics. After two years, they saw a
marked improvement in the performance of their students in the national test,
particularly on Science items about forms of matter, energy and motion.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 32

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. For the entire session, a Social Studies teacher emphasized the importance of
human rights in nation building. Towards the end of the period, he handed each
student a piece of paper and posed a question: “What happens if human rights
violations go unchecked?” the teacher made use of the “exit ticket” strategy to see
what students have learned at the end of the lesson. The students wrote their
answers to the question and submitted them to the teacher at the end of the period
upon leaving. After reading his students` responses, he starts planning for the next
session.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Ms. Jimenez suspected that one of her pupils has limited reading skills. To help
the learner, she needed to identify the specific areas with which the child struggles.
Is the child impaired in one or more of the following components: phonemic
awareness, phonics, fluency, vocabulary and comprehension? To answer her
questions, she gave the learner an assessment. Upon ascertaining that the child
has difficulty in phonics, the teacher thought of using an analogic approach to
teach phonics.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1

 33

4. Every month, teachers in a private high school give an interim Math test to check
on student progress. Any student who obtains a score below the cut score of 75 is
invited to attend a special class for additional instruction. However, if the student
obtains a `fail` score in two or more occasion, the student is enjoined to attend the
special class.
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
________________________________________________________________
________________________________________________________________

PROF. ED. 7 - ASSESSMENT OF LEARNING 1