Assessment in

Learning
What is assessment in learning?

 Theword assessment is rooted in the latin

word assidere, which means “to sit beside
another”.
 Assessment is generally defined as the
process of gathering quantitative and/or
qualitative data for the purpose of making
decisions
What is assessment in learning?

A systematic and purpose-oriented

collection, analysis, and interpretation
of evidence of student learning in order
to make informed decisions relevant to
the learners.
What is the difference between
measurement and evaluation in
assessment?
 Measurement can be defined as the
process of quantifying the attributes of an
object.
 Evaluation
refers to the process of making
judgements on the information collected
form measurement based on specified
criteria.
What are the different types of
assessment in learning?
 Formative assessment
 Summative assessment
 Diagnostic assessment
 Placement assessment
 Traditional assessment
 Authentic assessment
Different types of assessment in
learning
FORMATIVE ASSESSMENT
-refers to assessment activities that
provide information to both teachers and learners on
how they can improve the teaching-learning process.
-this is formative because it is used at the
beginning and during instruction for teachers to
assess students’ understanding.
Different types of assessment in
learning
SUMMATIVE ASSESSMENT
-assessment activities that aim to
determine students’ mastery of content or attainment
of learning outcomes.
-they are summative because they provide
information on the quantity or quality of what students
have learned or achieved at the end of instruction.
Different types of assessment in
learning
DIAGNOSTIC ASSESSMENT
-aims to detect learning problems or difficulties of
the learners so that corrective measures or interventions
are done to ensure learning
-usually done right after seeing signs of learning
problems in the course of teaching
-can also be done at the beginning of the school
year for spirally-designed curriculum so that corrective
actions are applied if pre-requisite knowledge and skills
for targets of instruction have not been mastered yet.
Different types of assessment in
learning
PLACEMENT ASSESSMENT
-usually done at the beginning of the
school year to determine what the students already
know or what are their needs that could inform design
of instruction.
Different types of assessment in
learning
TRADITIONAL ASSESSMENT
-refers to the use of conventional
strategies or tools to provide information about
learning of students.
Different types of assessment in
learning
AUTHENTIC ASSESSMENT
-refers to the use of assessment strategies
or tools that allow learners to perform or create a
product that are meaningful to the learners, as they
are based on real-world contexts.
What are the different principles of
ASSESSMENT?

 Assessment should have a  Assessment is both product-

clear purpose and process-oriented
 Assessment is not an end in  Assessment must be
itself comprehensive and holistic
 Assessment is an ongoing,  Assessment requires the use of
continuous, and a formative appropriate measures
process  Assessment should be as
 Assessment is learner-centered authentic as possible
1. Which of the following is TRUE
about measurement and
evaluation?
a. Measurement and evaluation involve
collection of information.
b. Measurement and evaluation are part of the
assessment process.
c. Measurement and evaluation require the use
of test.
d. Measurement and evaluation are similar
process.
2. Which of the following
assessment tasks is the LEAST
AUTHENTIC?
a. Essay test
b. Field demonstration
c. Multiple-choice test
d. Research project
3. Assessment is not about what the teacher
does but what the learners can do. This
statement is most reflective of which principle
of assessment?
a. Assessment should be as authentic as
possible
b. Assessment should have a clear purpose
c. Assessment is not an end in itself
d. Assessment is learner-centered
4. Which of the following statements about
assessment is NOT TRUE?

a. Assessment is systematic and purpose-oriented

b. The word assessment is rooted in the latin word
assidere
c. A test is a form of assessment, but not all
assessments use test or testing
d. Assessment is the process of assigning a
numerical score to the performance of the
student
5. Assessment should have a clear purpose. If
you are already a classroom teacher, how
would you best demonstrate or practice this
principle?
a. Discuss with the class the grading system and your
expectations of your students’ performance
b. When giving tests, the purpose of each test is provided
in the first page of the test paper
c. Explain during the first day of classes your assessment
techniques and reasons for their use.
d. When deciding on an assessment task, its match and
consistency with instructional objectives and learning
targets are ascertained.
Purpose of classroom
assessment
Purpose of classroom assessment

 Assessment OF learning
-this refers to the use of assessment
to determine learners’ acquired knowledge
and skills from instruction and whether they
were able to achieve the curriculum outcomes
-it is generally summative in nature
Purpose of classroom assessment

 Assessment FOR learning

-this refers to the use of assessment
to identify the needs of learners in order to
modify instruction or learning activities in the
classroom.
-it is formative in nature and it is
meant ti identify gaps in the learning
experiences of leaners so that they can be
assisted in achieving the curriculum outcomes
Purpose of classroom assessment

 Assessment AS learning
-this refers to the use of assessment
to help learners become self-regulated.
-it is formative in nature and meant
to use assessment tasks, results, and feedback
to help learners practice self-regulation and
make adjustments to achieve the curriculum
outcomes.
 Learning targets
Educational Goals, Standards, Educational
Objectives
Goals

Goals are general statements about desired

learner outcomes in a given year or during the
duration of a program
Standards

-Standards are specific statements about what

learners should know and are capable of doing aat a
particular grade level, subject, or course
-McMillan(2014) described four different types of
educational standards
1. Content
2. Performance
3. Developmental
4. Grade level
Educational Objectives

-Educational objectives are specific statements

of learner performance at the end of an
instructional unit.
-these are sometimes referred to as behavioral
objectives and are typically stated with the
use of verbs.
The Bloom's Taxonomy of
Educational Objectives
 Bloom's Taxonomy consists of three domains: cognitive, affective, and
psychomotor. These three domains correspond to the three types of
goals that teachers want to assess: knowledge-based goals
(cognitive), skills-based goals (psychomotor), and affective goals
(affective). Hence, there are three taxonomies that can be used by
teachers depending on the goals. Each taxonomy consists of different
levels of expertise with varying degrees of complexity. The most
popular among the three taxonomies is the Bloom's Taxonomy of
Educational Objectives in the Cognitive Domain, also known as
Bloom's Taxonomy of Educational Objectives for Knowledge-Based
Goals. The taxonomy describes six levels of expertise: knowledge,
comprehension, application, analysis, synthesis, and evaluation. Table
2.1 presents the description, illustrative verbs, and a sample
objective for each of the six levels.
Blooms Taxonomy of Educational Objective in
the Cognitive Domain

Cognitive Description Illustrative Sample

Level verbs Objectives
Knowledge Recall or Defines, recalls, Enumerate the
recognition of names, six levels of
learned enumerates, and expertise in the
materials like labels Bloom's
concepts, taxonomy of
events, facts, objectives in the
ideas, and cognitive
procedures domain.
Blooms Taxonomy of Educational Objective in
the Cognitive Domain

Cognitive Description Illustrative Sample

Level verbs Objectives
Comprehension Understanding Explains, Explain each of
the meaning of a describes, the six levels of
learned material, summarizes, expertise in the
including discusses, and Bloom's
interpretation, translates taxonomy of
explanation, and objectives in the
literal translation cognitive
domain.
Blooms Taxonomy of Educational Objective in
the Cognitive Domain

Cognitive Description Illustrative Sample

Level verbs Objectives
Application Use of abstract Applies, Demonstrate
ideas, principles, demonstrates, how to use
or methods to produces, Bloom's
specific concrete illustrates, and taxonomy in
situations uses formulating
learning
objectives.
Blooms Taxonomy of Educational Objective in
the Cognitive Domain

Cognitive Description Illustrative Sample

Level verbs Objectives
Analysis Separation of a Compares, Compare and
concept or idea contrasts, contrasts the six
into constituent categorizes, levels of
parts or classifies, and expertise in
elements and an calculates Bloom's
understanding of taxonomy of
the nature and objectives in the
association cognitive
among the domain
elements
Blooms Taxonomy of Educational Objective in
the Cognitive Domain

Cognitive Description Illustrative Sample

Level verbs Objectives
Synthesis Construction of Composes, Compose
elements or constructs, learning targets
parts from creates, designs, using Bloom's
different sources and integrates taxonomy.
to form a more
complex or
novel structure
Blooms Taxonomy of Educational Objective in
the Cognitive Domain

Cognitive Description Illustrative Sample

Level verbs Objectives
Evaluation Making Appraises, Evaluate the
judgment of evaluates, congruence
ideas or judges, between
methods based concludes, and learning targets
on sound and criticizes and assessment
established methods.
criteria
REVISED BLOOM’S
TAXONOMY
The Revised Bloom's Taxonomy of Educational
Objectives

Anderson and Krathwohl proposed a revision of the Bloom's

Taxonomy in the cognitive domain by introducing a two-
dimensional model for writing learning objectives (Anderson
and Krathwohl, 2001). The first dimension, knowledge
dimension, includes four types: factual, conceptual, procedural,
and metacognitive. The second dimension, cognitive process
dimension, consists of six types: remember, understand, apply,
analyze, evaluate, and create. An educational or learning
objective formulated from this two-dimensional model contains
a noun (type of knowledge) and a verb (type of cognitive
process). The Revised Bloom's Taxonomy provides teachers
with a more structured and more precise approach in designing
and assessing learning objectives.
Cognitive Process Dimensions in the Revised
Bloom’s Taxonomy of educational Objectives

Cognitive Definition Illustrative Sample

Process verbs Objective
Create Combining Compose, Propose a
parts to make a produce, program of
whole develop, action to help
formulate, solve
devise, prepare, Metro Manila's
design, traffic
construct, congestion.
propose, and
reorganize
Cognitive Process Dimensions in the Revised
Bloom’s Taxonomy of educational Objectives

Cognitive Definition Illustrative Sample

Process verbs Objective
Evaluate Judging the Assess, Critique the
value of measure, latest film that
information or estimate, you have
data evaluate, watched.
critique, and Use the critique
judge guidelines and
format discussed
in the class.
Cognitive Process Dimensions in the Revised
Bloom’s Taxonomy of educational Objectives

Cognitive Definition Illustrative Sample

Process verbs Objective
Analyze Breaking down Analyze, Classify the
information into calculate, following
parts examine, test, chemical
compare, elements based
differentiate, on some
organize, and categories/areas
classify .
Cognitive Process Dimensions in the Revised
Bloom’s Taxonomy of educational Objectives

Cognitive Definition Illustrative Sample

Process verbs Objective
Apply Applying the Apply, employ, Solve the
facts, rules, practice, relate, following
concepts, and use, implement, problems using
ideas in another carry-out, and the different
context solve measures of
central
tendency.
Cognitive Process Dimensions in the Revised
Bloom’s Taxonomy of educational Objectives

Cognitive Definition Illustrative Sample

Process verbs Objective
Understand Understanding Describe, Explain the
what the determine, causes of
information interpret, malnutrition in
means translate, the country.
paraphrase, and
explain
Cognitive Process Dimensions in the Revised
Bloom’s Taxonomy of educational Objectives

Cognitive Definition Illustrative Sample

Process verbs Objective
Remember Recognizing and identify, list, Name the 7th
recalling facts name, underline, president o the
recall, retrieve, Philippines.
locate