Unit 1: Introduction to Assessment

At the end of the unit, you should be able to:

 Describe assessment in learning and related concepts.
 Demonstrate understanding of the different principles in assessing learning through the preparation of an
assessment plan in Mathematics.
 Identify the different types of assessment.
 Explain the roles of assessment in the teaching-learning process.
 Illustrate the different classifications of assessment.
 Rationalize the different forms of assessment.
 Decide on the kind of assessment to be used in specific topics in Math.

Lesson 1: Basic Concepts and Principles in Assessing

Learning
What is assessment? How would you assess student’s learning? How important is it to that assessment methods
are appropriate to a specific learning target?

What is Assessment in Learning?

The word assessment is rooted in the Latin words assidere, which means “to sit beside another”. Assessment is
generally defined as the process of gathering quantitative and/or qualitative data for the purpose of making decisions. It is
vital to the educational process similar to curriculum and instruction.

Assessment in Learning can be defined as the systematic and purpose-oriented collection, analysis, and
interpretation of evidences of student learning in order to make informed decisions relevant to the learners. It can be
characterized as (a) process, (b) based on specific objectives, and (c) from multiple sources.

Assessment and Testing

The most common form of assessment is testing. In the educational context, testing refers to the use of a test or
battery tests to collect information on student learning over a specific period of time. A test is a form of assessment but not
all assessments use tests or testing. A test can be categorized as either a selected response (e.g. matching-type of test)
or constructed response (e.g. essay or short answer test). A test can make use of objective format (e.g. multiple choice or
enumeration) or subjected format (e.g. essay). The objective format provides for a more bias-free scoring as the test items
have exact correct answers. On the other hand, the subjective format allows for a less objective means of scoring,
especially if no rubric is used.

Assessment and Grading

A related concept to assessment in learning is grading, which can be defined as the process of assigning value to
the performance or achievement of a learner based on a specified criteria or standards. Aside from tests, other classroom
tasks can serve as bases for grading learners. In Mathematics under the K-12 BEC, student’s grade is based on written
works, performance tasks and periodical exams which constitutes 40%, 40% and 20% respectively.

Different Types of Assessment in Learning

Assessment in learning could be of different types. The most common types are formative, summative, diagnostic
and placement. Other experts would describe the types of assessment as traditional and authentic.

Formative Assessment refers to assessment activities that provide information to both teachers and learners on how
they can improve the teaching-learning process. This type of assessment is formative because it is used at the beginning
and during instruction for teachers to assess learners’ understanding. The information collected on student learning allows
teachers to make adjustments to their instructional processes and strategies to facilitate learning. This is used to get an
immediate feedback about students’ learning. This is commonly recorded but not graded.

Summative Assessments are assessment activities that aim to determine learners’ mastery of content or attainment of
learning outcomes. They are summative, as they are supposed to provide information on the quantity or quality of what
students have learned or achieved at the end of instruction. This type of test is commonly the basis of students’ grade.
While data from summative assessment are typically used for evaluating learners’ performance in class, these data also
provide teachers with information about the effectiveness of their teaching strategies and how they can improve their
instruction in the future.
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Diagnostic Assessment aims to detect the learning problems or difficulties of the learners so that corrective measures or
interventions are done to ensure learning. It can be done at the beginning of the school year for spirally-designed
curriculum so that corrective actions are applied if pre-requisite knowledge and skills for the targets of instruction have not
been mastered yet.

Placement Assessment is usually done at the beginning of the school year to determine what the learners already know
or what are the needs that could inform design of instruction. The entrance examination given in schools is an example of
a placement assessment.

Traditional Assessment refers to the use of conventional strategies or tools to provide information about the learning of
students. Typically, objective paper-and-pencil tests are used. They are more commonly used in classrooms because
they are easier and quicker to design and score.

Authentic Assessment refers to the use of assessment strategies or tools that allow learners to perform or create a
product that are meaningful to the learners, as they are based on real-world context.

The Different Principles in Assessing Learning

There are many principles in the assessment in learning. Based on the different readings and references on these
principles, the following may be considered as core principles.

1. Assessment should have a clear purpose. Assessment starts with a clear purpose and that assessment method
should be congruent to this purpose.
2. Assessment is not an end in itself. Assessment serves as a means to enhance learning. It should lead to
decisions that will allow improvement of learners.
3. Assessment is an on-going, continuous process. Assessment is not a one-shot activity. It consists of a series of
tasks and activities conducted over time.
4. Assessment learner-centered. Assessment is not about the teacher does but what the learner can do.
5. Assessment is both process- and product-oriented. Assessment gives equal importance to learner performance
or product and the process they engage in to perform or produce a product
6. Assessment must be comprehensive and holistic. Assessment should be performed using a variety of strategies
and tools designed to assess student learning in a holistic way.
7. Assessment requires the use of appropriate measures. For assessment to be valid, the assessment tools or
measures used must have sound psychometric properties. Assessment should also be appropriate to learners.
8. Assessment should be as authentic as possible. Assessment tasks should close, if not fully, approximate real-life
situations of experiences.

A. EXPLANATION
Answer the following questions.
1. Differentiate the different types of assessment?
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2. Why does an assessment need to be holistic?

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B. TABLE COMPLETION
Based on the lessons on the basic concepts and principles in assessment in learning, select five core principles in
assessing learning and explain them in relation to your experience with your previous teacher.
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 (An example is presented below.)

Name: Course &Year:

School: Date:

PRINCIPLE ILLUSTRATION OF PRACTICE

In our Math class in Grade 9, our teacher taught us the lesson
about the Area of a Rectangle by letting us go out of our
Assessment should be as authentic as
classroom, find anything that is rectangular in shape, measure
possible.
its dimensions and find and its area. In our case, we measured
the area of our school’s stage.

After learning this lesson:

1. I realized that ________________________________________________________________________

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2. As a future teacher, I can apply the concepts I learned through__________________________________

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