ASSESSMENT
M.3
Assessment
from a Latin word “assidere” which means "to sit beside one another"
umbrella term consisting measurement and evaluation
Assessment in Learning
systematic and purposeful
characterize as a process.
Types of assessment
Formative Assessment
- used at the beginning and end of instruction to assess learners' understanding.
Summative Assessment
- provide information on students' achievement at the end of instruction
Diagnostic Assessment
- detects learning problems or difficulties so that corrective action are done to ensure learning.
Placement Assessment
- done at the beginning of a school year to determine the current knowledge.
Traditional Assessment
- typically objective in nature (paper-and-pen; multiple choice)
Authentic Assessment
- assessment tools or strategies that allow students to perform or create a product that are
meaningful to them as they are based on real-world contexts.
Principles in Assessing Learning
Assessment should:
have a clear purpose
not an end in itself
an ongoing, continuous, and formative process
Learner Centered
both product and process oriented
must be comprehensive and holistic.
requires the use of appropriate measures
authentic as possible
ASSESSMENT
Measurement
quantifying the attributes of an object
actual collection of information on student learning through the use of various strategies
and tools
Evaluation
process of making value judgements on the Information collected from measurement based
on the information collected from measurement.
Testing
the most common form of assessment use of test or battery of tests to collect information on
student learning over a specific period of time.
categories of tests
selected response (matching type, multiple choice)
constructed response (essay, short answer)
formats
objective-usually bias-free scoring as the test items have exact correct answers such as: in
enumeration form
subjective- allows less objective means of scoring (especially when no rubrics are used)
Table of Specifications
used to map out essential aspects of a test such as the objectives, content, item distribution.
used in the design and development of a test
Descriptive Statistics
used to describe and interpret the results of tests
Grading
process of assigning value to the performance or achievement of a learner based on a
standard.
Frameworks Used in Assessment
Classical Test Theory (CTT) aka True - explains the variations in the performance of
learners on a given measure is due to variations in their abilities.
Item Response Theory - analyzes test items by estimating the probability that an examinee
answers an item correctly or incorrectly
M.4
Purpose of Classroom Assessment
Assessment of Learning
ASSESSMENT
generally summative in nature, this is the use of assessment to determine learners' acquired
knowledge and skills from instruction
Assessment for Learning.
This is the use of assessment to identify the needs of learners in order to modify instruction
or learning activities in the classroom.
is formative in nature and is meant to identify gaps between the learning experience and
curriculum outcomes
Assessment as Learning.
This is the use of assessment to help learners become self-regulated it is formative in nature
meant to use assessment tasks, results and feedback to help learners learn and improve self-
regulation and prepare for possible adjustments to achieve curriculum outcomes
Roles of Classroom
Assessment in the Teaching- Learning Process Formative. Teachers conduct assessment because
they want to acquire information on the current status and level of the learners' knowledge.
Diagnostic. Teachers - can use assessment to identify the difficulties of the learners that may
affect their capability to achieve their intended learning objectives. This will allow teachers to
focus on the learners' needs
Evaluative - Teachers conduct assessments to measure learners' performance or achievement for
the purpose of making judgements.
Facilitative - Teachers' assessment for learning provides information on student learning and
achievement used to improve instruction and learning experiences; learners' assessment as
learning allows them to monitor.
Motivational - Classroom assessment serves as a mechanism for learners to be motivated and
engaged in learning and achievement.
Goals Standards
general statement about desired learner specific statements about what
outcomes in a given duration learners should be capable of at a
particular level,subject or course
Types of Educational Standards (McMillan 2014)
1. content-desired outcomes in a content areas.
2. performance-what students do to demonstrate competence
3. developmental-sequence of growth and change over time
4. grade-level-outcomes for a specific grade.
Educational Objectives
ASSESSMENT
are specific statements of learner performance at the end of an instructional unit.
Bloom's Taxonomy of Educational Objectives
the most popular taxonomy of educational objectives
has three domains that correspond to the three types of goals that teachers like to assess.
knowledge-based goals (Cognitive Domain)
Skills-based goals (Psychomotor Domain)
Affective goals- (Affective Domain)
Original Taxonomy (1956)
Revised Taxonomy (2001)
M.5
QUIZ:
1. This type of knowledge is used to answer questions such as "where, why, what, who"
M.6
Educational Assessments
during instruction is done where the teacher stops at certain parts of the lesson, asks
questions, gives exercises or other tasks.
are used in the school setting for the purpose of tracking the growth of learners and
grading their performance.
ASSESSMENT
an educational setting comes in the form of formative and summative assessment.
Formative assessment
is a continuous process of gathering information about student learning at the learners are
able to meet the learning targets.
Psychological Assessments
such as tests and scales are measures that determine the learner's cognitive (measure
ability, aptitude, intelligence, and critical thinking) and non-cognitive (personality,
motivation, attitude, interests, etc) characteristics.
Paper-and-Pencil types of assessment
are cognitive tasks that require a single correct answer.
They may come in different types such as binary (true or false) short answer
(identification) matching type or multiple choice
The items usually pertain to a specific cognitive skill such as recalling, understanding,
analyzing, evaluating and creating.
Performance-based types of assessments
require learners to perform tasks, such as demonstrations, arriving at a product showing
strategy, and presenting information. These skills are usually complex in nature and
require integrated skills to arrive at a target response.
M.7
Standardized Tests
have feed directions for administering and scoring.
They can be purchased test manuals booklets, and answer sheets When these tests were
developed, the items were samples on a large number of target groups called norm. The
north group's performance is used to compare the results of those who took the test.
Non-standardized Tests or Teacher-made tests
are usually intended for classroom assessment.
They used for classroom purposes such as determining whether the teamers have reached the
learning target. These intend to measure behavior (such as learning) in line with the objectives of
the course
Examples are quizzes tests and exams.
Achievement tests
measure what learners have learned after instruction or after going through a specific curricular
program
provide information on what learners can do and have acquired after training and instruction.
Quarter test
ASSESSMENT
is composed of several learning strategies is a good way of measuring the achievement of learners.
Aptitudes
are the characteristics that influence a person's behavior that and goal attainment in a particular
situation.
Speed tests
consist of essay items that need to be completed within a time limit.
Power tests
consist of items with increasing levels of difficulty, but time is sufficient to compare the whole test.
Norm-referenced tests
are uniform tests. It ranks and compares students in relation to one another.
Calculating norm-referenced scores is called the "norming process," and the comparison group is
known as the "norming group."
Criterion-referenced tests have sets of standards and scored compared to the given criterion. For
example in a 50-item test, 40-50 is very high, 30-30 is average, 10-19 is low and 0-9 is very low.
criterion-referenced tests are used to evaluate whether students have learned a specific body of knowledge
or acquired a specific skill set.
M.10
Defining objectives for assessment, in designing a well-planned written test, first and foremost you
should be able to identify the intended learning outcome in a course where a written test is an appropriate
method to use.
Objectives for testing. In developing written tests, the cognitive behaviors of learning outcomes are
usually targeted. For cognitive domain, it is important to identify the levels of behavior expected from the
students Traditionally, Bloom's Taxonomy was used to classify learning objectives based on the levels of
complexity and specificity of the cognitive behaviors.
