Central Philippine Adventist College

SCHOOL OF ARTS, SCIENCES AND EDUCATION

SECOND SEMESTER, ACADEMIC YEAR 2023-2024

PROFED 2207:
Assessment in Learning
JONEL C. CARBALLO
Instructor
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Course
Outline:

1. Basic Concepts in Assessment

2. Principles of High Quality Assessment
3. Development of Assessment Tools:
Knowledge and Reasoning
4. Interpretation and Assessment of Data
5. Utilization and Reporting of Test Results
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1.
Basic
Concepts in
Assessment
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What can you say?

“
It is assessment which
helps us distinguish
between teaching and
learning.
“
…Every time you do assessment, it is
not a decision point – it can be a
learning point…
- Dr. Lorna Earl
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What is assessment
?

 From the Latin verb “assidere” = “to sit by” (e.g.,

as an
assessor or assistant-judge, originally in the
context of taxes)

 Hence “in assessment of learning” = “to sit with

the learner”
 Implies it is something that we do with and
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What is
assessment ?
 the art and science of knowing what students
know
 It provides “evidence” of students’
knowledge, skills, and
abilities

 “Evidence” supports instructors’

inferences of what students know and
can do (it guides and informs
instruction)
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What is
assessment ?

 An ongoing process of gathering,

analyzing and reflecting on
evidence to make informed and
consistent judgements to improve
future student learning.
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The “Cone of
Learning”
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The “Cone of
Learning”
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The “Cone of
Experience”
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Basic Concepts

 Test
 an instrument or systematic procedure
designed to measure any characteristics,
quality, ability, knowledge or skill
 A systematic procedure to determine the
presence or absence of certain
characteristics or qualities in a learner
 comprised of items in the area it is designed
to measure
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Basic Concepts

 Answers the QUESTION:

 How well does the individual
perform – either in comparison
with others or in comparison with
a domain of performance
task?
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Basic
Concepts
 Measurement
 a process of quantifying the degree to which
someone/something possesses a given trait
(i.e quality, characteristics or feature)

 Determines “how much” has been learned

through the use of a variety of tests
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Basic
Concepts
 Measurement
 Results are expressed in terms of the
“number of items correctly answered in a
test”

 A part of educational evaluation process where

some tools or instruments are used to
provide a quantitative description of the
progress of students towards desirable
educational goals
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Basic
Concepts
 Assessment
 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 educational experiences;
the process culminates when assessment
results are used to improve
subsequent learning (Huba, 2000)
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Basic
Concepts
 Assessment
 a process of gathering and organizing
quantitative or qualitative data into an
interpretable form to have a basis for
judgement or decision – making.

 A prerequisite to evaluation. It provides the

information which enables evaluation to
take place.
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Basic
Concepts
 Evaluation
 a process of systematic interpretation,
analysis, appraisal or judgement of the
worth of organized data as a basis for
decision making

 involves judgement about the desirability of

changes in students.
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Purposes of Classroom
Assessment
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Purposes of Classroom
Assessment
 Assessment FOR Learning – includes
three types of assessment done before
and during instruction.
 PLACEMENT – done prior to instruction
 The purpose is to assess the needs of the
learners
to have a basis in planning for a relevant
instruction.
 Teachers use this assessment to know
what their students are bringing into the
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Purposes of Classroom
Assessment
 Assessment FOR Learning – includes
three types of assessment done before
and during instruction.
 FORMATIVE – done during instruction
 It is this assessment where teachers
continuously monitor the students’ level
of attainment of the learning
objectives(Stiggins, 2005)
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Purposes of Classroom
Assessment
 Assessment FOR Learning – includes three
types of
assessment done before and during instruction.
 DIAGNOSTIC – done during instruction
 Used to determine students’ recurring or
persistent
difficulties
 It searches for the underlying causes of
students’ learning
problems that do not respond to first aid
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Purposes of Classroom Assessment

 Assessment OF Learning – this is done

after instruction.
This is usually referred to as the summative
assessment.
 Used to certify what students know and can do
and the level of their proficiency/competency
 Its results reveal whether or not instructions have
successfully
achieved the curriculum outcomes
 Information is usually expressed in terms of marks
or grades
 Results are communicated to parents, students,
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Purposes of Classroom
Assessment

 Assessment AS Learning – done for

teachers to understand and perform well their
role of assessing for and of learning. It requires
teachers to undergo training on how to assess
learning and be equipped with competencies
needed in performing their work as assessors.
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8 Functions of educational
assessment (Bernardo, 2003)
 Student selection and certification
 To make decisions about which students get
admitted, retained, promoted, and certified
for graduation

 Instructional monitoring
 To provide information about student learning
and teaching performance to help teachers
monitor, manage, and make decisions about
the instructional system
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9 Functions of educational
assessment (Bernardo, 2003)
 For
 Public accountability and program evaluation

 Making decisions about different aspects of

the
educational process

 Helping make the good decisions, if they

provide accurate , authentic, reliable and
valid information about educational learning
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General principles of
assessment
 Clearly specifying what is to be assessed has
priority in the assessment process

 An assessment procedure should be selected

because of its relevance to the characteristics or
performance to be measured

 Comprehensive assessment requires a

variety of procedures
 General principles of assessment

Comprehensive assessment
requires a variety of
Your title here Your title here procedures

Clearly specifying what is to be An assessment procedure should be Presentations are communication

assessed has priority in the selected because of its relevance to tools that can be used as
assessment process the characteristics or performance to demonstrations.
be measured
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General principles of
assessment
 Proper use of assessment procedures
requires the
awareness of their limitations

 Assessment is a means to an end, not an

end in itself
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Characteristics of
assessment
 Not a single event but a continuous cycle
 Must be an open process
 Must promote valid inferences
 Should always employ multiple measures of
performance
 Measure what is worth learning, not just
what is easy to measure
 Should support every student’s opportunity
to learn
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Evaluation and the T-L
process
 STAGES
1. Setting instructional objectives
2. Determining pupil variables that can affect
instruction
3. Providing instructional activities that are
relevant and
necessary to achieve the desired learning
outcomes
4. Determining the extent to which desired
outcomes are achieved
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Principles of educational
evaluation
 Must be based on previously accepted
educational
objectives
 Should be a continuous, comprehensive and a
cumulative process
 Should recognize that the total individual
personality is involved in learning
 Should be democratic and cooperative
 Should be positive and action-directed
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Principles of educational
evaluation
 Should give opportunity to learner to become
increasingly
independent in self-appraisal and self-
direction
 Should include all significant evidence from
every possible source
 Should take into consideration the
limitations of the particular educational
situations
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6 Stages of T-L in which
educational evaluation is
integrated
 Clarifying objectives

 Identifying variables that affect learning

 Providing relevant instructional activities

to achieve objectives

 Determining the extent to which the

objectives are achieved
End of Module
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