Module 1: Basic Concepts and
Principles in Assessing Learning
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Topics:
Assessment in Learning (Definition)
Different Measurement Frameworks used in
Assessment
Different Types of Assessment in Learning
Different Principles in Assessing Learning
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Learning Outcomes:
Describe assessment in learning and
related concepts.
Demonstrate understanding of the
different principles in assessing
learning.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment in Learning (Definition)
The word 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.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment in Learning (Definition)
Assessment in Learning can be defined
as the systematic and purpose-
oriented collection, analysis, and
interpretation of evidence of student
learning in order to make informed
decisions relevant to the learners.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment in Learning (Definition)
In essence, the aim of assessment is to use
evidence on student learning to further
promote and manage learning.
Assessment in learning can be characterized
as:
(a) a process,
(b) based on specific objectives, and
(c) from multiple sources.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment in Learning (Definition)
o How is assessment in learning similar or different
from the concept of measurement or evaluation of
learning?
Measurement can be defined as the process of
quantifying the attributes of an object, whereas
evaluation may refer to the process of making value
judgments on the information collected from
measurement based on specified criteria
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment in Learning (Definition)
o How is assessment in learning similar or different
from the concept of measurement or evaluation of
learning?
In the context of assessment in learning,
measurement refers to the actual collection of
information on student learning through the use of
various strategies and tools, while evaluation refers
to the actual process of making a decision or
judgment on student learning based on the
information collected from measurement.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment and Testing
The most common form of assessment is
testing.
In the educational context, testing refers to the
use of a test or battery of tests to collect
information on student learning over a specific
period of time.
A test is a form of assessment, but not all
assessments use tests or testing
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment and Testing
Descriptive statistics are typically used to describe and
interpret the results of tests.
A test is said to be good and effective if it has
acceptable psychometric properties.
This means that a test should be valid, reliable, has
acceptable level of difficulty, and can discriminate
between learners with higher and lower ability.
Teachers are expected to be competent in the design
and development of classroom tests.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment and Testing
A test can make use of objective format (e.g., multiple
choice, enumeration) or subjective format (e.g., essay).
The objective format provides for a more blas-free scoring
as the test items have exact correct answers.
On the other hand, the subjective format allows for a less
objective means of scoring especially if no rubric is used.
A table of specifications (TOS)- a table that maps out the
essential aspects of a test (e.g., test objectives, contents,
topics covered by the test, Item distribution) - is used in the
design and development of a test.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment and Grading
The process of assigning value to the performance or
achievement of a learner based on specified criteria or
standards.
Aside from tests, other classroom tasks can serve as bases
for grading learners.
These may include a learner's performance in recitation,
seatwork, homework, and project.
The final grade of a learner in a subject or course is the
summation of information from multiple sources (i.e.,
several assessment tasks or requirements).
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Assessment and Grading
Grading is a form of evaluation which provides
information on whether a learner passed or failed
a subject or a particular assessment task.
Teachers are expected to be competent in providing
performance feedback and communicating the
results of assessment tasks or activities to relevant
stakeholders.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Measurement Frameworks
used in Assessment
The two most common psychometric theories that
serve as frameworks for assessment and
measurement, especially in the determination of
the psychometric characteristics of a measure (e.g.,
tests, scale), are the:
(1) Classical Test Theory (CTT) and the
(2) Item Response Theory (IRT).
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Measurement Frameworks
used in Assessment
The CTT, also known as the true score theory,
explains that variations in the performance of
examinees on a given measure is due to variations in
their abilities.
The CTT assumes that an examinee's observed score
in a given measure is the sum of the examinee's true
score and some degree of error in the measurement
caused by some internal and external conditions.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Measurement Frameworks
used in Assessment
If an item is able to distinguish between examinees with higher
ability (i.e., higher total test score) and lower ability (l.e., lower
total test score), then an item is considered to have good
discrimination.
Test reliability can also be estimated using approaches from CTT
(e.g., Kuder-Richardson 20, Cronbach's alpha).
Item analysis based on CCT has been the dominant approach
because of the simplicity of calculating the statistics (e.g., item
difficulty index, item discrimination index, item-total
correlation).
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Measurement Frameworks
used in Assessment
The IRT, on the other hand, analyzes test items by estimating the
probability that an examinee answers an item correctly or
incorrectly.
One of the central differences of IRT from CTT is that in IRT, it is
assumed that the characteristic of an item can be estimated
independently of the characteristic or ability of the examinee and
vice-versa.
Aside from item difficulty and item discrimination indices, IRT
analysis can provide significantly more information on items and
tests, such as fit statistics, item characteristic curve (ICC), and test
characteristic curve (TCC).
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Measurement Frameworks
used in Assessment
There are also different IRT models (e.g., one-parameter
model, three-parameter model) which can provide different
item and test information that cannot be estimated using
the CTT.
In previous years, there have been an increase in the use of
IRT analysis as measurement framework despite the
complexity of the analysis involved due to the availability of
IRT software.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Types of Assessment in
Learning
Assessment in learning could be of different
types.
The most common types are formative,
summative, diagnostic, and placement.
Other experts would describe the types of
assessment as traditional and authentic.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
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 type of assessment is formative because it is
used at the beginning and during instruction for
teachers to assess learners' understanding.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Types of Assessment in
Learning
Summative Assessments are assessment activities
that aim to determine learners' mastery of content
or attainment of learning outcomes.
They are summative, as they are supposed to
provide information on the quantity or quality of
what students have learned or achieved at the end
of instruction.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Types of Assessment in
Learning
Diagnostic Assessment aims to detect the learning
problems or difficulties of the learners so that
corrective measures or interventions are done to
ensure learning.
Diagnostic assessment is usually done right after
seeing signs of learning problems in the course of
teaching.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Types of Assessment in
Learning
Placement Assessment is usually done at the beginning of the
school year to determine what the learners already know or
what are their needs that could inform design of instruction.
Grouping of learners based on the results of placement
assessment is usually done before instruction to make it
relevant to address the needs or accommodate the entry
performance of the learners.
The entrance examination given in schools is an example of a
placement assessment.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Types of Assessment in
Learning
Traditional Assessment refers to the use of
conventional strategies or tools to provide
information about the learning of students.
Typically, objective (e.g., multiple choice) and
subjective (e.g., essay) paper-and-pencil tests are
used.
Traditional assessments are often used as basis for
evaluating and grading learners.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
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.
The authenticity of assessment tasks is best described in
terms of degree rather than the presence or absence of
authenticity.
Hence, an assessment can be more authentic or less
authentic compared with other assessments.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Principles in Assessing Learning
1. Assessment should have a clear purpose.
Assessment starts with a clear purpose.
The methods used in collecting information should
be based on this purpose.
The interpretation of the data collected should be
aligned with the purpose that has been set.
This assessment principle is congruent with the
outcome-based education (OBE) principles of clarity
of focus and design down.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Principles in Assessing Learning
2. Assessment is not an end in itself.
Assessment serves as a means to enhance student
learning.
It is not a simple recording or documentation of
what learners know and do not know.
Collecting information about student learning,
whether formative or summative, should lead to
decisions that will allow improvement of the
learners.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Principles in Assessing Learning
3. Assessment is an ongoing, continuous, and a
formative process.
Assessment consists of a series of tasks and activities
conducted over time.
It is not a one-shot activity and should be cumulative.
Continuous feedback is an important element of
assessment.
This assessment principle is congruent with the OBE
principle of expanded opportunity.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Principles in Assessing Learning
4. Assessment is learner-centered.
Assessment is not about what the teacher does but what
the learner can do.
Assessment of learners provides teachers with an
understanding on how they can improve their teaching,
which corresponds to the goal of improving student
learning.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Principles in Assessing Learning
5. Assessment is both process- and product-
oriented.
Assessment gives equal importance to learner
performance or product and the process they engage
in to perform or produce a product.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Principles in Assessing Learning
6. Assessment must be comprehensive and
holistic
Assessment should be performed using a variety of
strategies and tools designed to assess student learning
in a holistic way.
Assessment should be conducted in multiple periods to
assess learning over time.
This assessment principle is also congruent with the
OBE principle of expanded opportunity.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Principles in Assessing Learning
7. Assessment requires the use of appropriate
measures.
For assessment to be valid, the assessment tools or
measures used must have sound psychometric properties,
including, but not limited to, validity and reliability.
Appropriate measures also mean that learners must be
provided with challenging but age- and context-
appropriate assessment tasks. This assessment principle is
consistent with the OBE principle of high expectations.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
Module 1 | Basic Concepts and Principles in Assessing Learning
Different Principles in Assessing Learning
8. Assessment should be as authentic as
possible.
Assessment tasks or activities should closely, if not
fully, approximate real-life situations or experiences.
Authenticity of assessment can be thought of as a
continuum from least authentic to most authentic,
with more authentic tasks expected to be more
meaningful for learners.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
References:
Balagtas et. al. (2020). Assessment in Learning 1. Rex Book Store, Inc., Manila,
Philippines
Gabuyo, Y.A. (2012). Assessment of Learning I. Rex Book Store, Inc., Manila,
Philippines.
Navarro, R.L. & Santos, R.G. (2012). Authentic Assessment of Student Learning
Outcomes (Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City,
Philippines.
EDUC108A/EDUC208 – Assessment in Learning 1 Weeks 2 – 3 of 18
