Ed 104 b.

Authentic Method - Involves the demonstration of

your actual performance of what you have learned
Assessment - a method of gathering school performance from the class. It is more on student based.
data to collect information to specify and verify
problems concerning learning achievement. Purposes of Assessment
- It is essentially taking a sample of what students
do, making inferences, and estimating the worth of
their actions.

Approaches to Assessment

1. Assessment for Learning - being used by the

teacher to find out the extent of what you know and
what you can do and thereby see the gaps in
learning that you might have.
- also referred to as formative assessment.
- Questioning, Quizzes, Pre-Test, Post-Test
2. Assessment of Learning - usually given towards
the end of a course or a unit in a semestral term.
- being done to determine if you have
achieved the instructional goals and for
your teachers to give you an equivalent Testing - an organized method of obtaining information
mark or grade. from student’s progress by exposing them to a
- Summative assessment particular set of questions to obtain a score.
- Midterm and Final Exam - used to interpret whether they have or have not
3. Assessment as Learning - main focus is on how achieved the learning targets and competencies set
you efficiently manage your own learning. by the teacher.
- self-assessment
Test - one of the many types of assessment and the most
Classification of Assessment Methods commonly used method of making measurements in
Education.
a. Traditional Method - refers to the written test or
the paper-and-pencil test. Categories of Tests

a. Standardized Testing – Tests are uniformed,

which only means that all of the questions, allotted
time, and the mode of scoring are all the same.
- College Admission Test, Psychological
Test
b. High Stakes Testing – a man-made test which
utilized the test results for important judgment or
decision.

Types of Tests

a. Diagnostic Test - used to determine individual

difficulties by knowing the strengths and
weaknesses.
b. Placement Test - intended to assess the particular
knowledge or capability of students in different
subjects.
c. Proficiency Test - designed to gauge student’s
insight and capacity in a language.
d. Achievement Test – a test given at the end of a
course to assess if you are able to achieve the
course objectives.
e. Aptitude Test - intended to evaluate student’s
capacity, of what they can do, and what they can
achieve in their learning.

Measurement - The assignment of a quantitative

description of the pupils’/learners’ performance.
  Clarity of Learning Targets
 Constructive Alignment
Types of Measurement

a. Objective - those that reveal nearly the same

results even if it is done repeatedly. Types of Standards
b. Subjective - indicates measures concerning the
actual experience of an individual, his feelings or 1. Content Standard
emotions, and opinions that are commonly 2. Performance Standard
subject to disagreement.

Evaluation – involves judging or deciding about the quality

of a school performance for the teacher to
implement a possible course of action.
- includes both qualitative and quantitative
description of your class performance.
- may result to acceptance, dismissal, or amendment
of what has been evaluated.
- Evaluation = Quantitative description of pupils
(Measurement) + Value judgments

Principles of High-Quality Assessment

Types of Assessment
a. Clear Purpose - A good assessment should have a
1. Summative Assessment – given at the end.
clear purpose and goal.
2. Formative Assessment - given during instruction.
b. Clarity of Learning Targets – It involves
3. Diagnostic Assessment – traces out the causes of
specifying clear learning objectives.
learning difficulties.
c. Appropriateness of assessment methods –
4. Selective Response Assessment
Choosing the right assessment methods which
5. Authentic Assessment
should match the identified learning targets will
6. Written Assessment
provide quality assessment.
d. Adequate Sampling - consider varied assessment 4 Parts of ABCD Objective
strategies to determine sufficient information if
the targeted learnings are achieved by the 1. Audience – the student
students. 2. Behavior – learner competence
e. Objectivity - can be determined if the same tests, 3. Condition - availability of materials and resources
used by examiners, yield the same scores. 4. Degree – standard for acceptable performance
f. Accountability and Fairness – Non- SMARTER Method
discriminatory and non-biased.
- Specific
Recent Trends and Focus in Education - Measurable
1. Standard-Based Education - a system of teaching - Attainable
and learning that focuses on all elements of the - Relevant
educational experience that span all throughout a - Time-Based
student's schooling. - Exciting
- Teacher-centered. - Recorded
2. Outcome-Based Education - a learner-centered Three Domains of Learning
approach to education which emphasizes what
learners can demonstrate of “knowing and doing.” 1. Cognitive – intellectual skills
2. Affective – development in feelings or emotions
Four OBE Fundamental Principles 3. Psychomotor – manual or physical activity
1. Clarity of focus 2.1 Awareness
2. Designing down 2.2 Readiness
3. High Expectations 2.3 Initial Stages in Learning
4. Expanded Opportunities 2.4 Basic Proficiency
2.5 Expert
 Enhanced Basic Education Act of 2013 2.6 Well Established
 Philippine Qualification Framework 2.7 Creating New
 CHED Order No. 46.

Standard-Based Assessment - must be rooted in the

learning outcomes that have to be given to learners.