Republic of the Philippines

Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course Assessment of Learning 1
Sem/AY First Semester
Module No. 1/1
Lesson Title The Nature of Educational Assessment
Week
2
Duration
Date
This chapter begins with the introduction of Outcomes-Based Education (OBE). Basic
Description concepts used in the Assessment of Student Learning will be discussed in details. The
of the different modes and purposes of assessment will be distinguished. Assessment
Lesson principles and characteristics of modern educational assessment will also be
described.
Intended At the end of the unit, the student must have:
Learning 1. internalized & demonstrated the Vision, Mission, Core Values of the University/College/
Outcomes Campus/ degree/ course outcomes.
2. defined basic terms in assessment
3. discriminated the different purposes and types of assessment
4. identified the assessment principles
5. described characteristics of modern educational assessment

Learning Outcomes
Targets/ At the end of the lesson, students should be able to:
Objectives  Educated with the types and Purposes of Assessment
 Recognized Assessment Modes and Principles
 Aware with Characteristics of modern educational assessment
 Learn how to appreciate the significance of classroom assessments through
citing real-life applications.

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend in a two-hour discussion. To have access
to the Online Discussion, refer to this link: ____________________.
Asynchronous)

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

The online discussion will happen on October 5 – 23, 2020 at 8:00-9:00

in the morning.

(For further instructions, refer to your Google Classroom and see the
schedule of activities for this module)

B. Learning Guide Questions:

1. Describe Misconception/Preconception with your knowledge and
understanding in this sense, how do you apply it in a real-life situation?
Illustrate your answer.
2. Why should we have to consider an assessment? Is interpretation
possible without the analysis of the data first?
3. What are the characteristics of modern education? Differentiate.
4. What are the purposes of assessment? Identify when to use them.
? Describe them.
Note: The insight that you will post on online discussion forum using Learning Management
System (LMS) will receive additional scores in class participation.

Lecture Guide
Key Terms

Outcomes-Based Education assessment FOR learning formative assessment

test assessment OF learning summative assessment
measurement assessment AS learning traditional assessment
assessment diagnostic assessment performance-based assessm
evaluation placement test portfolio assessment

Overview
Offline Activities
(e-Learning/Self- This chapter begins with the introduction of Outcomes-Based Education (OBE). Basic
Paced) concepts used in the Assessment of Student Learning will be discussed in details. The
different modes and purposes of assessment will be distinguished. Assessment principles
and characteristics of modern educational assessment will also be described.

Scope

This chapter focuses on five lessons which include:

Lesson 1. Outcomes-Based Education
Lesson 2. Basic Concepts in Assessment
Lesson 3. Purposes of Classroom Assessment
Lesson 4. Assessment Principles
Lesson 5. Characteristics of Modern Educational Assessment

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Suggested Readings

Gabuyo, Y. (2012). Assessment of Learning 1. Rex Book Store, Inc., Quezon City

Gutierrez D. (2007). Assessment of Learning Outcomes (Cognitive Domain). Kerusso

Publishing House, Malabon, Metro Manila

Navarro, R. and Santos, R. (2012). Assessment of Student Learning Outcomes. Lorimar

Publishing, Inc. Quezon City

“Education is the most powerful weapon which you can use to change the world.” –
Nelson Mandela

Lesson 1: Outcomes-Based Education

What is Education?

 came from a Latin word “educare” which means “to draw out”
 the students and the teachers are the two main elements of the educative process
 because of knowledge explosion brought about by the use of computers in
education the teacher ceased to be the sole source of knowledge

What is Outcomes-Based Education?

 OBE is the change of instruction from content to learning outcomes.

 It focuses on classroom instruction on the skills and competencies that students
must demonstrate when they exit

Three Characteristics of OBE

 Student-centered
 Faculty-driven
 Meaningful

Lesson 2: Basic Concepts in Assessment

 TEST
- an instrument designed to measure any characteristics, quality, ability,
knowledge or skill.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
 MEASUREMENT
- a process of quantifying the degree to which someone/something possesses a
given trait;
- refers to the process of quantifying an individual’s achievement, personalit and
attitudes among others by means of appropriate measuring instrumentsd
Two Types of Measurement:
1. Objective – in terms of testing
2. Subjective – in terms of perception
 ASSESSMENT
- a process of gathering and organizing quantitative or qualitative data into an
interpretable form to have a basis for judgment or decision-making;
- it is a prerequisite to evaluation; it provides the information which enables
evaluation to take place
- Angelo (1995) defines assessment as ongoing process. It involves a series of step,
namely: gathering, analyzing, and interpreting data.
- The purpose of assessment is to determine whether expectations match
standards set by school authorities.
Expectations are provided by instructional objectives, that in turn, are translated
into learning outcomes.
Standards are levels of performance set by school officials as measures of
excellence or attainment.
Example: “After a 40-minute instruction, the student should be able to locate ten
Asian countries on a world map with 90 percent correctness.”
Expectation: to locate ten Asian countries on a world map
Standard: 90 percent correctness
Teachers can set any of the following kinds of standards (Zais, 1976):
1. Absolute maximum standard is a level of performance that can be reached by
only a few students, e.g. 95% performance.
2. Absolute minimum standard can be attained by majority of students enough to
guarantee promotion to the next higher grade/year level, e.g. 75% performance
3. Relative standard refers to the level of competency compared with the
performance of other students in a class or group, e.g. ranking.
4. Multiple standard is a level of performance or competency that utilizes a
combination of the first three standards. This kind of standards is employed to
document and determine the learning growth pattern of students.
Modes of Assessment
1. Traditional assessment – uses paper-and-pencil test in assessing knowledge and
thinking skills
2. Performance-based assessment – it requires actual demonstration of skills or
creation of products of learning

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
3. Portfolio assessment – a process of gathering multiple indicators of student
progress to support course goals in dynamic, ongoing and collaborative process.
 EVALUATION
- a process of systematic interpretation, analysis, appraisal or judgment of the
worth of organized data as basis for decision-making.

Lesson 3: Purpose of Classroom Assessment

1. Assessment FOR learning – done before and during instruction (e.g. placement,
diagnostic, formative)

2. Assessment OF learning – done after instruction (e.g. summative assessment)

3. Assessment AS learning – this is done for teachers to understand and perform well their
role of assessing FOR and OF learning

 ASSESSMENT FOR LEARNING

Placement – done before instruction

 its purpose is to assess the needs of the learners to have basis in planning for a
relevant instruction
 teachers use this assessment to know what their students are bringing into the
learning situation and use this as a starting point for instruction
 the results of this assessment place students in specific learning groups to
facilitate teaching and learning

Diagnostic – done before instruction

 this is used to determine students’ recurring or persistent difficulties

 it searches for the underlying causes of student’s learning problems that do not
respond to the first aid treatment
 it helps formulate a plan for detailed remedial instruction

Formative – done during instruction

 it is this assessment where teachers continuously monitor the students’ level of

attainment of the learning objectives
 the results of this assessment are communicated clearly and promptly to the
students for them to know their strengths and weaknesses and the progress of
their learning

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
 ASSESSMENT OF LEARNING

Summative – done after instruction

 it is used to certify what students know and can do and the level of their
proficiency and competency
 its results reveal whether or not instructions have successfully achieved the
learning outcomes

 ASSESSMENT AS LEARNING

Teachers should be skilled in:

1. choosing and developing assessment methods appropriated for instructional

decisions
2. administering, scoring and interpreting the results of both externally-produced
and teacher-produced assessment methods
3. developing valid pupil grading procedures
4. using assessment results when making decisions about individual students,
planning teaching, developing curriculum, and school improvement
5. communicating assessment results to students, parents, other lay audiences, and
other educators
6. 6. recognizing unethical, illegal, and otherwise inappropriate assessment methods
and uses of assessment information

Lesson 4: Assessment Principles

Assessment is most effective when guided by certain principles. Principles give

direction to assessment and serve as criteria for judging sound procedures and practices.
The following principles of assessment are worth considering:

1. Address learning targets/curricular goals.

2. Provide efficient feedback on instructions.
3. Use a variety of assessment procedures.
4. Ensure that assessment is valid, reliable, and fair.
5. Keep record of assessment.
6. Interpret/communicate results of assessment meaningfully.

The Goal-Oriented Instructional Model (GOIM)

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

If formative result is satisfactory, PROCEED

Specification of Pre-assessment Instruction Evaluation

Objectives

If formative result is not Lesson 5: Characteristics of a Modern Educational

satisfactory, RETEACH Assessment

Modern educational assessment has four characteristics which are as follows:

1. Objectives-based and criterion-referenced

2. Reliable
3. Multidimensional in structure
4. Value-laden

Performance Tasks

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
1. Education came from a Latin word “educare” which means .

2. If Teacher A is administering an instrument to measure students’ knowledge on a particular lesson, then Teacher
A is doing .

3. Teacher B administers a survey questionnaire to the students to determine their perception about K to 12
Curriculum. Teacher B is doing what kind of measurement?

4. The acronym OBE stands for .

5. OBE is the change of instruction from content to .

6 - 7. Identify the expectation and standard in the objective given below:

“At the end of the lesson, the students should be able to classify the types of a triangle with 95% accuracy.”

8. Which characteristic of OBE is being described by the statement below?

The teacher is not the sole source of knowledge. Instead he/she only acts as a facilitator in the student’s learning
process

9. It is an ongoing process and a pre-requisite to evaluation.

10. 95% performance falls under what kind of standard?

11. If the result of formative test is satisfactory, then the teacher should

12. Modern educational assessment is if values are being integrated in the lesson.

13. What is the first component/step in Goal-Oriented Instructional Model?

14. What mode of assessment is the most appropriate to use if the teacher wants to gauge the oral communication
skills of his students?

15. If the teacher wants to determine students’ strengths and weaknesses on a particular topic, what assessment
must he/she likely do?

16. It is used to certify what students know and can do and the level of their proficiency and competency.

17-18. Give two (2) assessment principles.

19-20. Give two (2) skills that teachers should possess in assessing FOR and OF learning.

Understanding Directed Assess

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Rubric for Engaging Activities (2)

Categories 4 3 2 1
Excellent Satisfactory Developing Beginning
Mathematical Demonstrate a Demonstrate a Demonstrate Show lack of
concept thorough satisfactory incomplete understanding
understanding of understanding of understanding and have severe
the topic and use the concepts and and have some misconceptions.
it appropriately use it to explain misconceptions.
to explain the the statement
statement
Organization of Highly organized. Satisfactorily Somewhat Illogical and
report Flows smoothly. organized. cluttered. Flow is obscure. No
Observes logical Sentence flow is not consistently logical
connections of generally smooth smooth, appears connections of
points. and logical. disjointed. ideas.

Learning Resources

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

1. Borabo, Milagros L. and Borabo, Heidi Grace L. (2010). My Practice Teaching

Handbook and Portfolio (NCBTS – Based). Quezon City: Lorimar Publishing, Inc
2. Cajigal, Ronan M. and Mantuano, Maria Leflor D. (2014). Assessment of Learning
2. Quezon City: Adriana Publishing Co., Inc.
3. Calmorin, L.O. and Piedad M. (2009). Statistics with Computer. REX Bookstore,
Inc.Manila, Philippines.
4. Caras, M. S., I. R. Gumboc, L. G. Salamat, A. T. Sta. Maria & J. B. Cabero. (2009)
Statistics and Probability: A Simplified Approach. National Bookstore. Manila,
Philippines.
5. Ferguno, G. A. & Y. Takane. (1999). Statistical Analysis in Psychology and
Education. McGraw Hill Book Co. Singapore
6. Gabuyo, Yonardo A. (2013). Assessment of Learning 2. Quezon City: Rex
Bookstore, Inc.
7. Gutierrez, D. (2008). Assessment of Learning Outcomes 2. Keruso Publishing
House. Malabon City
8. Mendenhall, W.; Beaver, R.R J. & Beaver, B. M (1999). Introduction to Probability
and Statistics. 10th Edition. Brooks/Cole Publishing Company. Singapore.
9. Pagano, R. R. (2010). Statistics for the Behavioral Science. Cengage Learning Asia
Pte. Ltd. Singapore
10. Oriondo, L. and Antonio, E. (2004). Evaluating Educational Outcomes. Rex
Printing Company, Inc. Quezon City
11. Navarro, Rosita L. and Santos, Rosita G. (2012). Assessment of Learning
Outcomes (Assessment 1). Quezon City: Lorimar Publishing, Inc.
12. Reyes, C. O. Z. & L. B. L. Sarao. (2003). Elementary Statistics: Text/Workbook.
National Bookstore. Manila, Philippines.United Professors of Mathematics,
Engineering and Sciences(UPMES) edited by Ricardo Asin. Fundamentals of Statistics.
Published by TRU-COPY Publishing House, Inc.2000
13. Rico, A. (2011). Assessment of Student’s Learning. Anvil Publishing, Inc.
Mandaluyong City
14. Santos, Rosita G. (2007). Assessment of Student Learning 1. Quezon City:
Lorimar Publishing, Inc.
15. Weiss, N. (2012). Elementary Statistics, 8th Ed. Boston. Pearson Education, Inc.
16. Yazon, Alberto D. and Callo, Eden C. (2019). Assessment in Student Learning.
Wiseman’s Books Trading, Inc.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING