WRITTEN REPORT

PROF. ED. 373 ASSESSMENT OF LEARNING I

Topic: Review and Synthesis of Key Concepts

Learning Outcome: Summarize the course content and demonstrate applied understanding
Name of Sharers: Gernato, Joriel
Magayones, Princess
Maurillo, KC Kaye
Date of Presentation: December 07, 2024
Adjunct Professor: Dr. Teodorico “Chud” C. Pelino Jr.

Icebreaker
 We'll play a game using music and a cabbage containing questions. Pass the cabbage
to your classmates while the music plays. When the music stops, the person holding
the cabbage answers a question.

Definition of Assessment
- Assessment in education refers to the systematic process of gathering, analyzing, and
interpreting information to determine students' progress in achieving learning objectives.
According to Korpos and Salandanan 2020, it is not merely about assigning grades, but
involves a comprehensive evaluation of student learning and performance.

Purpose of Assessment
- The primary purpose of assessment is to improve student learning by providing teachers with
the necessary information to make informed instructional decisions (David, 2018). Assessment
also serves to hold students accountable for their learning and provides feedback to guide
their progress.

1. Assessment for Learning (AfL): Focuses on using assessments to inform instructional

decisions and help students improve their learning (Santos, 2021).
2. Assessment of Learning (AoL): Used to certify student achievement at the end of a
course or program (Reyes, 2020). 3. Assessment as Learning (AaL): Involves students in
the assessment process to develop their self- assessment skills and metacognitive abilities
(David, 2018).

Types of Assessment
1. Diagnostic Assessment
Definition and Purpose: Diagnostic assessment is used to identify students' prior knowledge,
skills, . strengths, and areas for improvement before instruction begins. It serves as a baseline
that helps teachers plan lessons that cater to students' needs (Orlando & Romero, 2019).

2. Formative Assessment
Definition and Purpose: Formative assessment is conducted during instruction to monitor
student learning and provide ongoing feedback that can be used to improve both teaching and
learning. It helps teachers identify areas where students are struggling and adjust their
teaching accordingly (Angelo & Cross, 1993).
Characteristics: Ongoing and continuous. Low-stakes and often ungraded. Focuses on the
process of learning rather than the final product.
Examples: In-class activities (e.g., think-pair-share, quick writes). Quizzes with feedback. Peer
and self- assessment.
 Importance of Feedback in Formative Assessment: Formative assessment is most effective
when accompanied by timely and specific feedback that guides students toward improvement.
Feedback should be constructive, actionable, and focused on learning goals (Corpuz &
Salandanan, 2017).
3. Summative Assessment
Definition and Purpose: Summative assessment occurs at the end of an instructional period
and is used to evaluate student learning against a set of standards or criteria. It is typically
high-stakes and graded, providing a summary of what students have learned (De Guzman,
2018).
Characteristics: Conducted at the end of a course, unit, or project. High-stakes and
contributes to final grades. Focuses on the outcome of learning rather than the process.
Examples: Final exams. Research papers. End-of-unit projects.
Comparison with Formative Assessment: While formative assessment is about improving
learning during the process, summative assessment is about measuring the outcome of
learning. Both are necessary for a comprehensive assessment strategy.

1. Validity in Assessment
Definition and Importance: Validity refers to the extent to which an assessment measures what
it is intended to measure. A valid assessment accurately reflects the learning outcomes it is
designed to evaluate (Corpuz & Salandanan, 2017).
2. Reliability in Assessment
Definition and Importance: Reliability refers to the consistency of an assessment. A reliable
assessment produces stable and consistent results over time and across different groups of
students (De Guzman, 2018).
3. Fairness in Assessment
Definition and Importance: Fairness in assessment ensures that all students have an equal
opportunity to demonstrate their knowledge and skills. It involves eliminating bias and
providing accommodations for students with diverse needs (Orlando & Romero, 2019).

Definition of Performance Based Assessment

What is Performance-Based Assessment?
- Performance-based assessment (PBA) refers to any assessment that requires students to
demonstrate their knowledge and skills by performing a task that is authentic and meaningful
(David, 2016). These tasks may include creating presentations, conducting experiments,
solving real-world problems, or participating in simulations.

Characteristics of Performance-Based Assessments:

Authenticity: Tasks should mimic real-life challenges that professionals or individuals in the
field face (Corpuz & Salandanan, 2017).
Student-Centered: PBAs emphasize active learning where students take responsibility for their
own learning process.
Higher-Order Thinking: PBAS assess not only factual knowledge but also critical thinking,
problem- solving, and the ability to apply concepts in practical situations (Orlando & Romero,
2019).

Benefits of Performance-Based Assessment:

Relevance to Real-World Skills: Students gain experience in applying their knowledge in
authentic contexts.
Focus on Process and Product: PBAs assess both the final output (product) and the steps
taken to complete it (process) (De Guzman, 2018).
Development of Key Competencies: PBAs promote skills such as collaboration, creativity, and
communication, which are vital for the 21st-century learner.

Definition of Rubrics and Checklist

Rubrics: A rubric is a scoring guide used to evaluate the quality of students' constructed responses
(Arends, 2012). It breaks down the assignment into components, clearly describes the expectations for

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each component, and assigns a score or grade based on the level of performance demonstrated. Rubrics
can be holistic (providing an overall score based on the student's performance as a whole) or analytic
(evaluating each criterion separately).

Key Components of Rubrics (DepEd, 2015; Corpuz & Salandanan, 2017):

Criteria: These are the dimensions or aspects of the task that are being assessed (e.g., clarity,
organization, creativity).
Descriptors: These provide specific details about what is expected for each criterion at different levels
of performance.
Performance Levels: These levels (e.g., excellent, good, fair, poor) describe the degree to which a
student has met the criterion.

Checklists: A checklist is a simple tool that lists the components or steps required to complete
a task. It is typically used to ensure that students have completed all necessary parts of an
assignment (Zamora, 2019). Unlike rubrics, checklists do not provide qualitative feedback or
indicate different levels of performance; they simply verify whether a component is present or
absent.

Types of Assessment Data

Assessment data can come from various sources, including:
Quantitative Data: Numerical data from tests, quizzes, standardized assessments, and other measurable
sources (Oosterhof et al., 2008).
Qualitative Data: Descriptive data from observations, student reflections, and feedback that provide
context to quantitative scores (Popham, 2014).

Data Analysis Techniques

Common data analysis techniques that educators use to interpret assessment results accurately.
Descriptive Statistics: Help to summarize and describe data points. Key components include:
Mean: The average score, useful for understanding general performance.
Median: The middle score, which is useful in skewed distributions.
Mode: The most frequently occurring score, often revealing common performance levels (Gronlund,
2006).

Understanding Critical Thinking and Collaboration

Critical Thinking. Defined as the ability to think rationally, reflectively, and independently, critical
thinking involves the evaluation of evidence and arguments to make decisions (Facione, 2011). Key
components: Analysis: Breaking down complex problems; Evaluation: Judging the validity and
reliability of sources; and Inference: Drawing logical conclusions.
Collaboration. Involves effective teamwork where members share responsibilities and contribute their
strengths to achieve objectives (Salandanan, 2012). Characteristics: Interpersonal Communication:
Active listening and clear expression; Conflict Resolution: Managing disagreements constructively;
Shared Accountability: and Mutual responsibility for outcomes.

Challenges in Assessing Critical Thinking and Collaboration

•Critical Thinking Assessment Challenges
Difficulty in measuring abstract and subjective thought processes.
•Limited tools for assessing deeper cognitive functions (Bernardo, 2010).
Collaboration Assessment Challenges
•Assessing individual contributions within group tasks.
• Balancing process evaluation (teamwork dynamics) with outcome evaluation (task completion).

Principles of Inclusive Assessment

Fairness: Ensuring assessments are free from bias and provide equal opportunities for all learners
(Popham, 2014).

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Validity: Accurately measuring the intended learning outcomes, considering diverse learner needs.
Reliability: Producing consistent results across diverse groups.
Accessibility: Designing assessments that are usable by all learners, including those with disabilities
(Salandanan, 2012).

Strategies for Assessing Diverse Learners

a) Differentiated Assessment. Adjust assessment methods to suit individual learners' needs while
assessing the same learning outcomes. Examples: Oral tests for students with writing disabilities, visual
prompts for students with hearing impairments.
b) Use of Assistive Technologies. Tools like screen readers, text-to-speech software, and alternative
input devices can support learners with disabilities (DepEd, 2019).
c) Cultural and Linguistic Sensitivity. Avoid cultural bias in test items. Provide instructions in learners'
mother tongues or languages they are comfortable with, as supported by the Mother Tongue-Based
Multilingual Education (MTB-MLE) policy in the Philippines (DepEd, 2016).
d) Flexible Assessment Formats. Use a variety of formats, such as portfolios, performances, and group
projects, to accommodate different learning styles
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References:
 Korpos and Salandanan 2020, Definition of Assessment
 (David, 2018), (Reyes, 2020), (Santos, 2021)The primary purpose of assessment
 (Orlando & Romero, 2019). Characteristics of Performance-Based Assessments
 (DepEd, 2015; Corpuz & Salandanan, 2017): Definition and Key Components of Rubrics
 (Facione, 2011) , (Salandanan, 2012).Understanding Critical Thinking and Collaboration
 (DepEd, 2016), (DepEd, 2019) Strategies for Assessing Diverse Learners