UNIT I.

NATURE AND ROLES OF ASSESSMENT

1. ASSESSMENT RELATED PRINCIPLES
2. CONCEPT AND RELEVANCE OF ASSESSMENT
3. MEASUREMENT, ASSESSMENT AND
EVALUATION IN OUTCOMES BASED-EDUCATION
Desired Learning Outcomes:
• At the end of the lesson, the students should be able to:
• Explained the nature and roles of a good assessment, and its
relevance to learners, teachers, parents and stakeholders.
• Compared and contrast measuring, assessment, testing and evaluation.
• Explained the various roles of assessment to learners, teachers,
parents
• and other stakeholders
 ASSESSMENT RELATED PRINCIPLES

Assessment of Learning is an The results of assessment

Assessment tool should match
integral part of the teaching- must be fed back to the
with performance objective.
Learning Process. learners.

To contribute to the building

In assessing learning, teachers
of the culture of success in the
must consider learners,
school, it is pedagogically
learning styles and multiple
sound that in our assessment
intelligences and so must
techniques we give some
come up with a variety of ways
positive feedback along with
of assessing learning.
not so good ones.
ASSESSMENT RELATED PRINCIPLES

Assessment of
Learning is an
integral part of the
teaching-Learning
Process.
ASSESSMENT RELATED PRINCIPLES

Assessment tool
should match
with performance
objective.
ASSESSMENT RELATED PRINCIPLES

The results of
assessment must
be fed back to
the learners.
 ASSESSMENT RELATED PRINCIPLES

Assessment of Learning is an The results of assessment

Assessment tool should match
integral part of the teaching- must be fed back to the
with performance objective.
Learning Process. learners.

To contribute to the building

In assessing learning, teachers
of the culture of success in the
must consider learners,
school, it is pedagogically
learning styles and multiple
sound that in our assessment
intelligences and so must
techniques we give some
come up with a variety of ways
positive feedback along with
of assessing learning.
not so good ones.
ASSESSMENT RELATED PRINCIPLES

Emphasis on self-assessment. If our

If we believe that our task as
learners make learning objectives
teachers is to teach all learners, and
their own, it is but fitting and
that it is possible that all learners,
proper that in the assessment stage
even those from limited
they do their self-assessment
backgrounds, will have access to
against the standard or criterion of
opportunities and therefore can
success established at the beginning
achieve, then the bell curve
of the class in the performance
mentality must be abandoned.
objective.
ASSESSMENT RELATED PRINCIPLES

Assessment of Results of learning

learning should never assessment must be
be used as communicated
punishment or as a regularly and clearly
disciplinary measure. to parents.
 . Can the teaching cycle be
complete without
assessment? Explain your
QUESTION: answer.
Why should parents be
informed about their
children’s achievement?
 LESSON 2:
CONCEPTS
AND
RELEVANCE
OF
ASSESSMEN
T
 CONCEPTS AND RELEVANCE OF ASSESSMENT

Biggs and Tang (2007) asserted that

assessment tasks should provide
Assessment is a vital element in the
evidences of how learners can use
Assessment is said to be at the core of curriculum development process. It is
acquired knowledge academically and
the learning process. This implies that used to determine students’ learning
professionally in appropriate ways. This
assessment is primarily for gauging and needs, monitor their progress and
is where authentic assessment would
enhancing student learning. examine their performance against
come in. Authentic assessment provides
identified student learning outcomes.
tasks that enable learners to solve real-
life problems and situations.
 Definitions

Various definitions of assessment and the

role it plays in teaching and learning:
WHAT IS 1. Assessment involves the use of
ASSESSMENT? empirical data on student learning to
refine programs and improve student
learning. (Assessing Academic
Programs in Higher Education by Allen
2004)
 Assessment is the process of gathering and
discussing information from multiple and diverse
sources in order to develop a deep understanding
of what students know, understand, and can do
with their knowledge as a result of their
WHAT IS educational experiences; the process culminates
ASSESSMENT? when assessment results are used to improve
subsequent learning. (Learner-Centered
Assessment on College Campuses: shifting the
focus from teaching to learning by Huba and
Freed 2000)
 Assessment is the systematic collection,
review, and use of information about
educational programs undertaken for the
WHAT IS purpose of improving student learning
ASSESSMENT? and development. (Assessment
Essentials: planning, implementing, and
improving assessment in higher education
by Palomba and Banta 1999)
 Assessment at Westminster begins with the
goals for student learning articulated in the College
Mission and Outcomes Statements. These
institutional goals are implemented at the program
and course levels. Assessment at these levels
APPLICATIONS provides information that enables the College to
determine the extent to which its goals for student
learning are being met. Assessment data also guides
revision at the program and course levels designed
to enhance student learning.
FUNDAMENTAL COMPONENTS OF ASSESSMENT
Four fundamental elements of learner-centered assessment:
1. Formulating Statements of
Intended Learning Outcomes -
statements describing intentions
about what students should know,
understand, and be able to do with
their knowledge when they
graduate.
2. Developing or Selecting Assessment
Measures - designing or selecting data
gathering measures to assess whether or not
our intended learning outcomes have been
achieved. Includes

a. Direct assessments - projects, products,

papers/theses, exhibitions, performances,
case studies, clinical evaluations, portfolios,
interviews, and oral exams - which ask
students to demonstrate what they know or
can do with their knowledge.
 b. Indirect assessments - self-
report measures such as surveys - in
which respondents share their
perceptions about what graduates
know or can do with their
knowledge.
3. Creating Experiences Leading to Outcomes -
ensuring that students have experiences both in
and outside their courses that help them achieve
the intended learning outcomes.

4. Discussing and Using Assessment Results to

Improve Teaching and Learning - using the results
to improve individual student performance.
 Westminster has translated these fundamental
components into an assessment cycle that includes four
stages: Plan-Do-Check-Act.

• Plan - What do I want students to learn?

THE This stage includes the first fundamental component of
assessment: Formulating Statements of Intended Learning
ASSESSMENT Outcomes
CYCLE
• Do - How do I teach effectively?

This stage includes the second and third fundamental

components: Developing or Selecting Assessment Measures
& Creating Experiences Leading to Outcomes.
 • Check - Are my outcomes being met?
This stage involves evaluation of assessment
data (part of the fourth component).
THE
ASSESSMENT • Act - How do I use what I've learned?
CYCLE This stage involves reinforcing successful
practices and making revisions to enhance
student learning (part of the fourth
component).
 Why is assessment considered as a vital element in
QUESTION: the curriculum development process?
LESSON 3: MEASUREMENT, ASSESSMENT, AND EVALUATION IN OUTCOME-BASED
EDUCATION
 With the change of focus in instruction from content
to learning outcomes came the need to redefine and
clarify the terms used to determine the progress of
students towards attainment of the desired learning
outcomes. These are measurement, evaluation and
assessment.
MEASUREMENT

• Measurement comes from the Old French word measure

which means “limit or quantity”.
• Measurement is the process of determining or describing
the attributes or characteristics of physical objects
generally in terms of quantity.
MEASUREMENT

• Measurements can therefore be objective (as in testing) or subjective (as

in perception). In the example cited, testing produces objective
measurements while expert ratings provide subjective measurements.
Objective measurements are more stable than subjective measurements
in the sense that repeated measurements of the same quantity or quality
of interest will produce more or less the same outcome. For this reason
many people prefer objective measurements over subjective
measurements whenever they are available.
 TESTING

• Testing is a formal, systematic procedure for gathering information (Russel & Airasian,
2012). A test is a tool comprised of a set of questions administered during a fixed period
of time under comparable conditions for all students (Miller, Linn & Gronlund, 2009).
• Tests are the most dominant form of assessment. The issue concerning its
effectiveness to measure and effectively evaluate learning is resolved if questions target
and reflect learning outcomes and covers the different learning domains. Test are
traditional assessments. They may not be the best way to measure how much students
have learned but they still provide valuable information about student learning and their
progress.
 • According to Mode of Response
• Oral Test (viva voce) it can be used to
measure oral communication skills. It may be used
to check students’ understanding of concepts,
theories and procedures. It is minimally
discriminatory and more inclusive especially for
learners who are dyslexic (Huxham, Campbell &
TYPES OF Westwood, 2012).
TEST
• Written tests are activities wherein students
either select or provide a response to a prompt.
Among the forms of written assessments are
alternative response (true/false), multiple choice,
matching, short-answer, essays, completion and
identification. A written test has its strong points. It
can be administered to a large group at one time.
 • Performance test are activities that require
students to demonstrate their skills or ability to
perform specific actions. More aptly called
TYPES OF performance assessments, they include problem-
TEST based learning, inquiry tasks, demonstration
tasks, exhibits, presentation tasks and capstone
performances.
 • According to Ease of Qualification of Response

• Objective test can be corrected and

quantified quite easily. Scores can be readily
compared. It includes true-false, multiple choice,
completion and matching type.
TYPES OF
TEST • Subjective test elicits varied responses. A
test question of this type may have more than one
answer. Subjective tests include restricted and
extended-response essays.
 • According to Mode of Administration

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

Individual cognitive and achievements test are administered to
gather information about each student’s cognitive functioning
and his/her ability to process and perform specific tasks.
TYPES OF Likewise, they can pinpoint those with learning disabilities (LDs)
TEST • Group test is administered to a class of students or
group of examinees simultaneously. It was developed to
address the practical need of testing. The test is usually
objective and responses are more or less restricted. It does not
lend itself for in-depth observations of individual students.
 • According to Test Constructor

• Standardize tests are prepared by specialists who are

versed in the principles of assessments. They are administered
to a large group of students or examiners under similar
conditions. Scoring procedures and interpretations are
consistent.
TYPES OF
TEST • Non-standardize tests are prepared by teachers who
may not be adept at the principles of test construction. At
times, teacher-made test are constructed haphazardly due to
limited time and lack of opportunity to pre-test the items or
pilot test. Compared to a standardize test, the quality of items
is uncertain, or if known, they are generally lower.
 • According to Mode of Interpreting Results

• Test that yield norm-referenced interpretation

are evaluative instruments that measure a student’s
performance in relation to the performance of a group on the
same test. Comprehensions are made and the student’s
TYPES OF relative position is determined.
TEST
• Tests that allow criterion-referenced
interpretations describe each student’s performance
against an agreed upon or pre-established criterion or level
of performance. The criterion is not actually a cut off score
but rather the domain of subject matter-the range of well-
defined instructional objectives or outcomes.
 • According to Nature of Answer

• Personality tests it has no right or wrong answer, but it measures one’s

personality and behavioural style. It is used in recruitment as it aids employers in
determining how a potential employee will respond to various work-related
activities.

• Achievement tests measure students’ learning as a result of instruction

TYPES OF and training experiences. When used summatively, they serve as a basis for
promotion to the next grade.
TEST
• Aptitude test determine a student’s potential to learn and do new tasks.

• Intelligence tests measure learners’ innate intelligence or mental ability. It

contains items on verbal comprehension, quantitative and abstract reasoning,
among others, in accordance with some recognized theory of intelligence

• Sociometric test measures interpersonal relationships in a social group.

Introduced in 1930, the test allows learners to express their preferences in terms
of likes and dislikes for other members of the group.
 • Trade or vocational test assesses an
TYPES OF individual’s knowledge, skills and competence in a
TEST particular occupation. A trade test may consist of
a theory test and a practical test.
 • One need to be aware of the purposes of testing in order to select the most
appropriate type of test. Test can be classified into four interrelated categories:
instructional, administrative, program evaluation and research and guidance
(Hopkins, 1998).

A. Instructional Functions

FUNCTIONS 1. Test facilitate the clarification of meaningful learning objectives.

OF TESTING 2. Tests provide a means of feedback to the instructor and the student.

3. Test can motivate learning

4. Test can facilitate learning

5. Tests are a useful means of overlearning

 B. Administrative Functions

1. Tests provide a mechanism of quality control

2. Test facilitate better classifications and placement decisions

3. Test can increase the quality of selection decisions

FUNCTIONS 4. Test can be a useful means of accreditation, mastery or
OF TESTING certification

C. Research and Evaluation

Test are useful for program evaluation and research. Test are
utilized in studies that determine effectiveness of new pedagogical
techniques. Research on teaching and learning innovations like the
effectiveness of technology-enhanced learning are carried out using tests
and other assessment techniques to collect data.
 ASSESSMENT
• The term assessment is derived from the Latin assidere which means “to sit
beside” (Wiggins, 1993).

• Assessment is the process of gathering evidence of students’ performance

over a period of time to determine learning and mastery of skills.
• The overall goal of assessment is to improve student learning and provide
students, parents and teachers with reliable information regarding student
progress and extent of attainment of the expected learning outcomes.
 NATURE OF ASSESSMENT
• Assessment is a process that can be placed in two broad categories:
measures of maximum performance and measure of typical performance
(Miller, Linn & Gronlund, 2009)
• Maximum performance is achieved when learners are motivated to
perform well. Assessment results from maximum performance manifest what
students can do at their level best – their abilities and achievements. In this
category, students are encouraged to aim for a high score. Of course, there
are factors that affect a student’s optimal performance like noise and other
distractions. Since teachers have direct control over the testing environment,
they can take action in reducing or eliminating such factors.
 NATURE OF ASSESSMENT

• Typical performance includes the attitude, interest and personality

inventories; observation techniques; and peer appraisal. Personality and
interest inventories provide insights into a learner’s personality traits,
interest and potential career preferences.
PURPOSES OF ASSESSMENT

•Assessment for Learning (AfL)

•Assessment as Learning (AaL)
•Assessment of Learning (AoL)
 PURPOSES OF ASSESSMENT

1. Assessment for Learning (AfL)

• Assessment for learning pertains to diagnostic and formative
assessment tasks which are used to determined 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 adjustments when necessary in their teaching
methods and strategies to support learning.
 PURPOSES OF ASSESSMENT

2. 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 work on their weaknesses by
directing and regulating their learning.
 PURPOSES OF ASSESSMENT

3. 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 relations to curricular outcomes.
Unit tests and final projects are typical examples of summative
assessment. And is used for grading, evaluation and reporting
purposes.
 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.

1. Placement assessment

Placement assessment is basically used to determine a learner’s performance. Done

at the beginning of instruction, teachers’ asses through a readiness per-test whether
students possess prerequisite skills needed prior to instruction. If pre-requisite skills are
insufficient, then the teacher can provide learning experiences to help them develop those
skills. Example of a readiness pre-test is an arithmetic test given to students who are
about to take elementary algebra.
 ROLES OF ASSESSMENT

2. There is now a shifting from a testing cultures 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 techniques.
Example: The technique consist of asking students at the end of a lesson
to scribble down their answer to the question.
 POSITIVE EFFECTS OF FORMATIVE
ASSESSMENT
Black &Wiliam (1998) cited a body of evidence showing that formative assessment
can raise the standard of achievement. Utaberta & Hassanpour (2012) enumerated
the positive effects of formative assessment. They are as follows:
• Reactivates or consolidates prerequisite skills or knowledge prior to introducing new material.
• Focuses attention on important aspects of the subject.
• Encourage active learning strategies
• Gives students opportunities to practice skills and to consolidate learning
• Provides knowledge of outcomes and corrective feedback
• Helps students monitor their own progress and develop self-evaluation skills
• Guides students to feel a sense of accomplishment.
ATTRIBUTES OF AN EFFECTIVE FORMATIVE ASSESSMENT
1. Learning progression. Learning progressions should clearly communicate the
subgoals of the ultimate 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
& Timperley (2007) constructed a model of feedback to enhance learning.
ATTRIBUTES OF AN EFFECTIVE FORMATIVE ASSESSMENT
4. Self-and Peer Assessment. Both self and peer-assessment are
important for providing students an 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 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 or certifying mastery of concepts or skills. An example of a
summative assessment is the written examination at the end of the school year to
determine who passes and who fails.

• Interim Assessments have the same purpose as formative assessments, but these
are given periodically throughout the school year. They prepare students for future
assessments.
RELEVANCE OF ASSESSMENT
• Students
• Teachers
• Parents
• Administration and Program staff
• Policymakers
 EVALUATION
• Evaluation originates from the root word “value” and so when we
evaluate, we expect our process to give information regarding the
worth, appropriateness, goodness, validity or legality of something
for which a reliable measurement has been made.
• Evaluation is a process designed to provide information that will
help us to make a judgment about a particular situation. The end
result of evaluation is to adopt, reject or revise what has been
evaluated.
• Evaluation is the process of judging the quality of a performance or
course of action. It entails finding the value of an educational task.
• This means that assessment data gathered by the teacher have to be
interpreted in order to make sound decisions about students and the
teaching-learning process. Evaluation is carried out both by the
teacher and his/her students to uncover how the learning process is
developing.