Module III

Introduction

Assessment is a cyclic process. Course learning

outcomes are assess using appropriate tools and
criteria. Assessment data are gathered, analyzed
and interpreted. Gaps are identified between
desired learning outcomes and actual results.
Data-driven action plans are then developed for
program improvement.
 Changesininassessment
Changes assessmenttools,tools,course
course
materials,instructional
materials, instructionalmethods
methodscourse
course
prerequisitesororlearning
prerequisites learningoutcomes
outcomesare are
affected.Goals
affected. Goalsand andobjectives
objectivesareare
reviewedand
reviewed andrefined
refinedfollowing
followingevaluation
evaluation
findings.This
findings. Thisisisreferred
referredtotoasasthe
the
feedbackloop
feedback loopand
andthe thecycle
cyclebegins
beginsanew.
anew.
Learning Outcome/Objective

At the end of the module students are expected to:

1.1.Explain
Explainthe
thevarious
variousroles
rolesofofassessment
assessment
totolearners,
learners,teachers,
teachers,parents
parentsandandother
other
stakeholders.
stakeholders.

2.2.Determine
Determinethetherole
roleofofassessment
assessmentinin
thethegiven
givenassessment
assessmentscenarios
scenariosfor
for
deeperunderstanding.
deeper understanding.
 IntegrationofofFaith
Integration Faith
Integration of Values (Constructivist Approach)
ntegration of Values (Constructivist Approach)

Beforethe
Before thestudent
studentthere
thereisisopened
openeda a
pathofofcontinual
path continualprogress.
progress.He Hehas
hasanan
objecttotoachieve,
object achieve,a astandard
standardtoto
attain, that includes everything
attain, that includes everything good, good,
andpure,
and pure,and
andnoble.
noble.
(Educ.P.P.18).
(Educ. 18).
Readings/Topics:
I. 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.
1. Placement Assessment

Placementassessment
Placement assessmentisisbasically
basicallyused
usedtoto
determinea alearner’s
determine learner’sentry
entryperformance.
performance.Done Done
atatthe
thebeginning
beginningofofinstruction,
instruction,teachers
teachersassess
assess
througha areadiness
through readinesspre-test
pre-testwhether
whetherstudents
students
possessprerequisites
possess prerequisitesskills
skillsneeded
neededpriorpriortoto
instruction.IfIfpre-requisite
instruction. pre-requisiteskills
skillsare
areinsufficient,
insufficient,
thenthe
then theteacher
teachercancanprovide
providelearning
learning
experiencestotohelp
experiences helpthem
themdevelop
developthose
thoseskills.
skills.IfIf
studentsare
students areready,
ready,then
thenthetheteacher
teachercancan
proceedwith
proceed withinstruction
instructionasasplanned.
planned.
 Placementassessment
Placement assessmentisisalso alsoused
usedtotodetermine
determine
if ifstudents
studentshave
havealready
alreadyacquired
acquiredthe theintended
intended
outcomes.AAplacement
outcomes. placementpre-test
pre-testcontains
containsitemsitems
thatmeasure
that measureknowledge
knowledgeand andskills
skillsofofstudents
studentsinin
referencetotothe
reference thelearning
learningtargets.
targets.IfIfstudents
studentsdodo
notfare
not farewell,
well,the
theteacher
teachercancanproceed
proceedwith withthethe
plannedinstruction.
planned instruction.However,
However,if ifstudents
studentshave have
alreadyachieved
already achievedthe thelearning
learningoutcomes,
outcomes,then thenthethe
teacher may advance the students
teacher may advance the students to a higher to a higher
cognitivelevel.
cognitive level.This
Thissuggests
suggeststhat
thatthetheteacher
teacher
designsmore
designs morecomplex
complexproblems
problemsororactivities
activitiesforfor
thethestudents.
students.
2. Formative Assessment

Formativeassessment
Formative assessmentmediates
mediatesthe theteaching
teachingand and
learningprocesses.
learning processes.ItItisislearner-centered
learner-centeredand and
teacher-directed.ItItoccurs
teacher-directed. occursduring
duringinstruction.
instruction.ItItisisanan
on-goingprocess,
on-going process,hence
hencelearners
learnersregularly
regularlyreceive
receive
feedback.Other
feedback. Othertypes
typesofofformative
formativeassessments
assessments
includequestion
include questionand andanswer
answerduring
duringdiscussion,
discussion,
assignments, short quizzes, and
assignments, short quizzes, and teacher teacher
observations.Results
observations. Resultsofofformative
formativeassessments
assessmentsare are
recordedfor
recorded forthe
thepurpose
purposeofofmonitoring
monitoringstudents’
students’
learningprogress.
learning progress.However,
However,thesetheseare
arenot
notused
usedasas
basesfor
bases forstudents’
students’marks.
marks.
3. Diagnostic Assessment

Diagnosticassessment
Diagnostic assessmentisisintended
intendedtotoidentify
identify
learningdifficulties
learning difficultiesduring
duringinstruction.
instruction.AAdiagnostic
diagnostic
testfor
test forinstance
instancecan
candetect
detectcommonly
commonlyheld held
misconceptionsinina asubject.
misconceptions subject.Contrary
Contrarytotowhat
what
others believe, diagnostic tests are not
others believe, diagnostic tests are not merely givenmerely given
atatthe
thestart
startofofinstruction.
instruction.ItItisisused
usedtotodetect
detectcauses
causes
ofofpersistent
persistentlearning
learningdifficulties
difficultiesdespite
despitethe
the
pedagogicalremedies
pedagogical remediesapplied
appliedbybythe theteacher.
teacher.This
This
isisnot
notused
usedasaspart
partofofa astudent’s
student’smark
markofof
achievement.
achievement.
4. Summative Assessment

Summativeassessment
Summative assessmentisisdonedoneatatthe
theend
endofof
instruction to determine the extent to
instruction to determine the extent to which the which the
studentshave
students haveattained
attainedthethelearning
learningoutcomes.
outcomes.ItIt
isisused
usedfor
forassigning
assigningandandreporting
reportinggrades
gradesoror
certifyingmastery
certifying masteryofofconcepts
conceptsand andskills.
skills.An
An
exampleofofa asummative
example summativeassessment
assessmentisisthe the
writtenexamination
written examinationatatthe theend
endofofthe
theschool
schoolyear
year
totodetermine
determinewho whopasses
passesandandwho
whofails.
fails.
Taxonomy of Approaches to Assessment

Thepurposes
The purposesand
androles
rolesofofassessment
assessment
maybebesummarized
may summarizedandandviewed
viewedasasa a
taxonomy of approaches. Terenzini’s
taxonomy of approaches. Terenzini’s
AssessmentTaxonomy
Assessment Taxonomy(1989)(1989)
consolidatesthe
consolidates thewhat,
what,whowhoand andwhy
whyofof
assessment.
assessment.
 Thereare
There arefour
fourdimensions
dimensionsofofoutcomes:
outcomes:
knowledge(breadth
knowledge (breadthandanddepth);
depth);skills
skills
(basic,higher
(basic, higherorder
orderand
andcareer-related);
career-related);
attitudesand
attitudes andvalues;
values;and
andbehavioral
behavioral
outcomes(what
outcomes (whatlearners
learnersdododuring
duringand
and
afterthe
after thecourse
courseofofthe
theprogram).
program).
Primarily, assessment improves teaching
and learning which is formative in
function. Terenzini claims that placement
and diagnostic examinations are likewise
formative focused at the individual level.
 Individual assessment results may be
consolidated and interpreted collectively for
program evaluation purposes. If formative,
then assessment is used to enhance curricular
programs. If summative, then assessment is
rather administrative in purpose. This means
that information is mainly used for accounting
and reporting.
 Examples include academic program reviews,
analysis of attrition rates, and alumni follow-up
studies. At the individual level, summative
assessment has a “gatekeeping” function.
Entrance examinations, for instance, select
students that best fit the programs offered by
the school. High stakes tests like comprehensive
examinations and licensure examinations are
also summative.