Institute of Teacher Education |2nd Semester. A.Y.

2024-2025
PCK 104 | Assessment of Learning 1

WEEK 1-3

Lesson 1: Identifying the Importance of Assessment in Students’ Learning

OBJECTIVES:
1. Discuss the basic concepts of assessment inside the classroom, at the national level and global standard.

2. Articulate the purpose of classroom assessment

3. Differentiate teacher-made tests from standardized test

4. Distinguish the importance and difference of the placement, formative, diagnostic, and summative
assessments in the teaching and learning process of the students.

PARTICIPATORY LEARNING:

Based on the NCBTS, planning, assessing and reporting refer to the alignment of assessment and
planning activities. In particular, the domain focuses on (1) the use of assessment data to plan and revise
teaching-learning plans, (2) the integration of assessment procedures in the plan and implementation of
teaching-learning activities, (3) the reporting on the learner’s actual achievement and behavior.
Specifically, the set of competencies expected of a would-be-teacher are (1) to develop and use a
variety of appropriate assessment strategies to monitor and evaluate learning, and (2) to regularly monitor
and provide feedback on the learner understands of the content.

Measurement
✓ It is the systematic process of obtaining a numerical description of the degree to which an individual
possesses a particular characteristic
✓ According to Thorndike and Hagen (1977) as cited by Oriondo and Antonio (1984), measurement
involves the following steps:
1. Identifying and defining the quality or attribute that is to be measured,
2. Determining a set of operations by which the attribute may be made manifest and perceivable
3. Establishing a set of procedures or definitions for translating observations into quantitative
statements of degree or amount.
✓ Calderon and Gonzales (1993) defined measurement in a more specific way. They view measurement
as a process of determining the quality of achievement of learners utilizing appropriate measuring
instruments.
✓ According to McMillan(1997) as cited by Buendicho (2010), measurement involves using observation,
rating scales, or any other non-test device that secures information in a quantitative form
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PCK 104 | Assessment of Learning 1

Test
✓ Method of assessing the student learning through teacher–made or standardized test
✓ A set of items or questions measuring a sample behavior or tasks from a specific domain of knowledge
or skill; designed to be presented to one or more examinees under specific conditions, with definite
boundaries and limits (UP Open University
✓ Consists of questions, exercises or other devices to measure the outcomes of learning
✓ It is the “product” that measures a particular behavior or set of objectives
✓ It is used to examine students’ knowledge or skills of something to determine what he or she knows or
has learned

Non-Test
✓ It is an alternative assessment in the sense that it diverts from the paper-and-pencil/pen test

Testing
✓ Measurement procedure using standardized test results. The same concept can be measured in
another way. We can ask a group of experts to rate a student’s (or a teacher’s) knowledge of the
subject matter on a scale of 1 to 5 with 1 being the lowest and 5 the highest.
✓ Measures the level of skills or knowledge that has been reached.

Assessment
✓ It is a process that is used to keep track of learners’ progress in relation to learning standards and in
the development of 21st-century skills; to promote self-reflection and personal accountability among
students about their own learning and to provide bases for the profiling of student performance on the
learning competencies and standards of the curriculum.
✓ According to Angelo (1995) assessment is a process that involves a series of steps, namely: gathering,
analyzing and interpreting data.
✓ Any of the variety of procedures used to obtain information about student performance (Linn &
Gronlund, 2000)
✓ Systematic, continuous process of monitoring the various pieces of learning to evaluate student
achievement and instructional effectiveness (Hewitt-Gervais & Baylen, 1998)
✓ Answers the questions “How much of a given skill does a student possess before, during, and after
instruction” and “How much change has occurred”

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PCK 104 | Assessment of Learning 1

✓ The systematic process and documenting and using empirical data on the knowledge, skills, attitudes
and beliefs and by taking assessments teachers try to improve student learning.

Evaluation
✓ Is the process of determining the quality of an attribute based on certain standards (Calderon and
Gonzales, 1993).
✓ It is a process used in making judgments or decisions about a given program, method or technique
✓ The process of summing up the results of measurements or tests and giving them, some meaning
based on value judgments (Hopkins and Stanley, 1981)
✓ A holistic way of looking at the effectiveness of the learning process by considering both the learner
and the learning product and applying quantitative and qualitative judgments

COMPARATIVE MATRIX ON THE FOUR MOST COMMONLY USED TERMS IN TESTING

Test Measurement Assessment Evaluation
➢ A set of items or ➢ Establishes the ➢ Any of the variety of ➢ Involves a broader
questions measuring characteristics of procedures used to process that includes
a sample behavior or individuals or groups obtain information examining several
tasks from a specific of individuals about students’ components of a
domain of knowledge through the performance (Linn & whole and making
or skill; designed to assignment of Gronlund, 2000) instructional decisions
be presented to one numerals according ➢ The systematic, (Gredler, 1996)
or more examinees to rules that give continuous process of ➢ The process of
under specific these numerals monitoring the delineating, obtaining
conditions, with quantitative various pieces of and providing useful
definite boundaries meaning (ASEAN learning to evaluate information for
and limits (UP Open Seminar-Workshop student achievement judging decision
University) on Test Item and instructional alternatives (Popham,
➢ Consists of questions, Writing/Construction effectiveness (Hewitt- 1993)
exercises or other and Development, Gervais & Baylen, ➢ The process of
devices to measure 1998) 1998) summing up the
learning outcomes. ➢ A process of ➢ Answers the results of
obtaining a questions “How much measurements or
numerical of a given skill does a tests and giving them,
description of the student possess some meaning based

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PCK 104 | Assessment of Learning 1

degree to which an before, during and on value judgments

individual possesses after instruction” and (Hopkins & Stanley,
a particular “How much change 1981)
characteristic. has occurred” ➢ A holistic way of
looking at the
effectiveness of the
learning process of
considering both the
learner and the
learning product and
applying quantitative
and qualitative
judgments.

COMPARISON CHART OF ASSESSMENT AND EVALUATION

Basis for Comparison Assessment Evaluation
Meaning Assessment is a process of Evaluation is described as an act
collecting, reviewing and using of passing judgment based on a
data, for improvement in the set of standards.
current performance
Nature Diagnostic (improve learning Judgmental (judge learning level)
quality)
What does it do? Provides feedback on Determines the extent to which
performance and areas of objectives are achieved.
improvement
Purpose Formative (is on-going) Summative (provides closure)
Orientation Process Oriented Product Oriented
Feedback Based on observation and positive Based on the level of quality as
& negative points (provides per set standard (shows shortfalls)
feedback)
Relationship between Test Reflective Prescriptive
Administrator and Student
Measurement Standards Absolute Comparative

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PCK 104 | Assessment of Learning 1

Example:
The flower is purple and is too short with not enough leaves. _______________
I’ll give the flower some water to improve its growth. _______________

Types of Measurement
1. Objective – as in testing
2. Subjective – as in perceptions

Scope of Assessment
Assessment assesses the learning outcomes of instruction which are:
1. Cognitive Behaviors (knowledge and information gained, intellectual abilities)
2. Affective Behaviors (attitudes, interests, appreciation, and values)
3. Psychomotor Behaviors (perceptual and motor skills and abilities in performing tasks.
Principles of Assessment
1. Address learning targets/curriculum goals.
2. Provide efficient feedback on instructions.
3. Use a variety of assessment procedures.
4. Ensure that assessments are valid, reliable, and fair.
5. Keep a record of assessment.
6. Interpret/communicate the results of the assessment meaningfully.

Properties of Assessment Methods

1. Validity
2. Reliability
3. Fairness
4. Practicality and Efficiency
5. Ethics in Assessment
a. Confidentiality
a.1. Teachers cannot post the grades of students.
a.2. Teachers cannot display the works of their students as an example of poor or excellent
work.
a.3. Teachers cannot distribute test papers in a manner that will permit other students to
observe the scores of others
b. Test Security
c. Test Scores and interpretation

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PCK 104 | Assessment of Learning 1

d. Test Publication

Characteristics of Modern Educational Assessment

1. Objective-based and criterion-referenced
2. Reliable
3. Multidimensional in structure
4. Value-laden

PURPOSES AND FUNCTIONS OF ASSESSMENT

According to Wyatt (1988), there are four purposes of assessment (1) to inform the teacher about a
student’s progress; (2) to inform the students about their progress; (3) to inform others about the
student’s progress (parents and future teachers); (4) to provide information for the public
Earl (2005) summed up these purposes into three (3) purposes

Assessment for Learning (Formative Assessment feedback) –happens during the learning, often more
than once. The results of the assessment are communicated clearly and immediately to the students to
determine effective ways to teach and learn. Teachers use assessment as an investigable tool to find out as
much as they can about what their students know and can do, and what confusions, preconceptions, or
gaps they might have.

Assessment of Learning (Summative Assessment, no feedback) - is done after the instruction. It is used
to identify what students know and can do and the level if their proficiency or competency. Its results
reveal whether or not instruction has successfully achieved the desired curriculum outcome. It is usually
expressed as grades and is made known to the students, parents and other stakeholders for better
decision-making.

Assessment as Learning (Assessment as part and parcel of learning, the primary purpose of assessment
becomes learning, while the secondary purpose remains grading)– it is the process of developing and
supporting student metacognition. Students are actively engaged in the assessment process; they can
monitor their learning.

Assessment for Learning Assessment as Learning Assessment of Learning

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PCK 104 | Assessment of Learning 1

To enable teachers to To guide and provide To certify or inform

determine the next steps in opportunities for each parents or others of
advancing student learning student to monitor and student’s proficiency
Why Assess?
critically reflect on his or her about curriculum
learning and identify next learning outcomes
steps
Each student’s progress and Each student’s thinking The extent to which
learning needs about the about his or her learning, students can apply the
curricular outcomes what strategies he or she key concepts,
uses to support or challenge knowledge, skills and
Assess What?
that learning, and the attitudes related to the
mechanisms he or she uses curriculum outcomes
to adjust and advance his or
her learning
A range of methods in A range of methods in The range of methods is
different modes that make different modes that elicit different modes but
What
Methods? student’s skills and students’ learning and assesses both product
understanding visible metacognitive processes and process
Accuracy and consistency of Accuracy and consistency of Accuracy, consistency,
observation and student’s self-reflection, and fairness of judgment
interpretation of student self-monitoring, and self- based on high-quality
learning adjustment information

Clear, detailed learning Engagement of the student Clear, detailed learning

Ensuring
Quality expectations in considering and expectations fair and
challenging his or her accurate summative
Accurate, detailed notes for thinking reporting
descriptive feedback to
each student Students record their
learning
Provide each student with Provide each student with Indicate each student’s
accurate descriptive accurate descriptive level of learning
Using the
Information feedback to further his or feedback on what will help
her learning

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PCK 104 | Assessment of Learning 1

him or her develop Provide the foundation

Differentiate instruction by independent learning habits for discussions on
continually checking where placement or promotion
each student is about the Have each student focus on report fair, accurate, and
curriculum outcomes the task and his or her detailed information
learning (not on getting the that can be used to
Provide parents or right answer) decide the next steps in
guardians with descriptive a student’s learning
feedback about student Provide each student with
learning and ideas for ideas for adjusting,
support rethinking, and articulating
his or her learning

Provide the conditions for

the teacher and student to
discuss alternatives

Students report about their

learning

Role of Assessment in Classroom Instruction

“Teaching and learning are the reciprocal processes that depend on and affect one another
(Swearingen,2002 and Kellough, 1999). The assessment component of the instructional processes deals with
the learning progress of the students and the teacher’s effectiveness in imparting knowledge to the students.

Assessment enhances learning in the instructional process of the result provides feedback to both
students and teachers. The information obtained from the assessment is used to evaluate the teaching
methodologies and strategies of the teacher. It is also used to make teaching decisions. The result of the
assessment is used to diagnose the learning problems of the students.
When planning an assessment, it should start when the teacher plans his instruction. That is when
writing learning outcomes up to the time when the teacher assesses the extent of achieving the learning
outcomes. Teachers made decisions from the beginning of instruction up to the end of instruction. There are
four roles of assessment used in the instructional process.

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PCK 104 | Assessment of Learning 1

1. Beginning of Instruction
Placement Assessment according to Gronlund, Linn, and Miller (2009) is concerned with the entry
performance and typically focuses on the questions: does the learner possess the knowledge and skills needed
to begin the planned instruction? To what extent has the learner already developed the understanding and
skills that are the goals of planned objectives? To what extent do the student’s interests, work habits, and
personality indicate that one mode of instruction might be better than another? The purpose of placement
assessment is to determine the prerequisite skills, degree of mastery of the course objectives and the best
mode of learning,

Types of Placement Assessment

➢ Readiness Test
➢ Aptitude Test
➢ Pre-tests on course objectives
➢ Self-report inventories
➢ Observational Techniques

2. During Instruction
During the instructional process, the main concern of a classroom teacher is to monitor the learning
progress of the students. Teachers should assess whether students achieved the intended learning outcomes
set for a particular lesson. If the students achieve the planned learning outcome, the teacher should provide
feedback to reinforce learning. Based on recent research, shows that providing feedback to students is the
most significant strategy to move students forward in their learning. Garnison and Ehringhaus (2007), stressed
in their paper “Formative and Summative Assessment in the Classroom,” that feedback provides students with
an understanding of what they are doing well, links to classroom learning, and gives specific input on how to
reach the next step in learning progression if it is not achieved the teacher will give a group or individual
remediation. During this process, we shall consider a formative and diagnostic assessment.
Formative Assessment is a type of assessment used to monitor the learning progress of the students
during instruction. The purposes of formative assessment are the following: to provide immediate feedback to
both student and teacher regarding the success and failures of learning; to identify the learning errors that
require corrections; to provide teachers with information on how to modify instruction; and also, to improve
learning and instruction.

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PCK 104 | Assessment of Learning 1

Types of Formative Assessment:

➢ Observations during in-class activities
➢ Homework exercises as a review for exams and class discussions.
➢ Reflection journals that are reviewed periodically during the semester
➢ Question and answer sessions –both formal-planned and informal- spontaneous
➢ Conferences between the instructor and student at various points in the semester
➢ In-class activities where students informally present their results.
➢ Student feedback is collected periodically.

Diagnostic Assessment is a type of assessment given at the beginning of the instruction or during
instruction. It aims to identify the strengths and weaknesses of the students regarding the topics to be
discussed. The purposes of diagnostic assessment are to determine the level of competence of the students:
to identify the students who already know the lesson; to determine the causes of learning problems that
cannot be revealed for formative assessment; and to formulate a plan for remedial action.

Types of Diagnostic Assessments:

➢ Pre-test (on content and abilities)
➢ Self-assessments (identifying skills and competencies)
➢ Discussion board responses (on content-specific prompts)
➢ Interview (brief, private, 10 minutes interview of each student)

3. End of Instruction
Summative Assessment is a type of assessment usually given at the end of a course or unit. The
purposes of summative assessment are to determine the extent to which the instructional objectives have
been met; to certify students’ mastery of the intended learning outcomes as well as use it for assigning grades;
to provide information for judging the appropriateness of the instructional objectives; and to determine the
effectiveness of instruction

Types of Summative Assessment

➢ Examinations (major, high-stakes exams)
➢ Final Examination (a truly summative assessment)
➢ Term papers (draft submitted throughout the semester would be a formative assessment)
➢ Projects (project phases submitted at various completion points could be formatively assessed)
➢ Portfolios (could also be assessed during its development as a formative assessment)

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PCK 104 | Assessment of Learning 1

➢ Performances
➢ Student evaluation of the course (teaching effectiveness)
➢ Instructor self-evaluation

SUGGESTED LEARNING MATERIALS

(with references following OER plagiarism and IPR policies)

Website for Reading Materials

Assessment FOR Learning vs. Assessment OF Learning | Pearson Assessments US

Assessment Knowledge, Process, Understanding, Process/Product | PPT

Formative assessment (slideshare.net)

Measurement, Assessment, and Evaluation

SDG COHERENCE:

SDG No. 4.3. – By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational, and tertiary education, including university

SDG No. 4. c - By 2030, substantially increase the supply of qualified teachers, including through

international cooperation for teacher training in developing countries, especially least developed
countries and small island developing States

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PCK 104 | Assessment of Learning 1

ACTIVITY:
a.) OBJECTIVE TYPE OF SHORT ANSWER QUIZ

b.) LESSON 1: REFLECTION PAPER

Directions:

1. Each student will construct their reflection paper during a face-to-face schedule

2. The reflection paper should be a drawing on a bond paper.

3. The reflection should portray the lesson they learned from the discussions and activity.

4. The reflection will be evaluated with a given rubric

5. The reflection will be uploaded to their portfolio in MS Teams.

20 Points – ALL of the criteria were satisfied.

❑ The drawing portrays the learning of the students to the particular discussion/lesson
❑ The drawing is related to the discussion
❑ The drawing is neatly constructed.
❑ The drawing was drawn on bond paper.
❑ The drawing is not similar to any resources or students.
10 Points – 1-2 of the criteria were NOT satisfied.
❑ The drawing portrays the learning of the students to the particular discussion/lesson
❑ The drawing is related to the discussion
❑ The drawing is neatly constructed.
❑ The drawing was drawn on bond paper.
❑ The drawing is not similar to any resources or students.
5 Points – 3 or more of the criteria were NOT satisfied.
❑ The drawing portrays the learning of the students to the particular discussion/lesson
❑ The drawing is related to the discussion
❑ The drawing is neatly constructed.
❑ The drawing was drawn on bond paper.
❑ The drawing is not similar to any resources or students

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 Institute of Teacher Education |2nd Semester. A.Y. 2024-2025
PCK 104 | Assessment of Learning 1

REFERENCES
Calmorin, L. P. (2011) Assessment of Student Learning 1. Rex Book Store. Manila

Cajigal, R.M. & Mantuano, M. L. D. (2014) Assessment of Learning 2. Adriana Publishing Co. Inc.
Manila

Gabuyo, Y. (2012) Assessment of Learning Textbook and Reviewer I. Rex Book Store. Manila

Reganit, A.A.R., Elicay, R.SP., & Laguerta, C.C., (2010) Assessment of Student Learning 1 (Cognitive
Learning), C and E Publishing, Inc. Manila

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