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Lesson 1

Basic Concepts and

Principles in
Assessing Learning
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In this lesson, you are expected to:

describe assessment in learning and related

concepts and;

demonstrate understanding of the different

principles in assessing learning through the
preparation of an assessment plan.
 WHAT IS
ASSESSMENT?
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- Rooted in Latin word "assidere" meaning

"to sit beside another"
- Process of gathering quantitative and/or
qualitative data
- Purpose: making decisions
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Assessment in learning is a
process of collecting, analyzing,
and interpreting evidence to make
informed decisions.
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It's different from measurement

(quantifying attributes) and
evaluation (making value
judgments).
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01

ASSESSMENT IN LEARNING
Systematic collection, analysis, and interpretation of
evidence
Aim: promote and manage learning
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02

MEASUREMENT
Quantifying attributes of student learning
Collecting information through various strategies and
tools
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03

EVALUATION
Making value judgments based on collected information
Decision-making or judgment on student learning
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ASSESSMENT
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AND TESTING

•Assessment measures student learning.

•Testing is the most common form of
assessment.
•Not all assessments involve tests, but all tests
are assessments.
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TYPES AND FORMATS OF
TESTS

Selected 01 02 Constructed
Response
Response
Subjective Objective
04 03
Format Format
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TABLE OF SPECIFICATIONS (TOS)

•Blueprint for test construction.

•Aligns items with:
-Learning objectives
-Content and topics
-Item distribution
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QUALITIES OF A GOOD
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TEST

01 Validity 03 Difficulty Level

02 Reliability 04 Discrimination
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TEACHER’S ROLE IN
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ASSESSMENT

•Design high-quality tests using TOS.

•Apply appropriate scoring methods.
•Interpret results using descriptive statistics.
•Ensure fairness and effectiveness in assessment.
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ASSESSMENT AND GRADING

•Assigns value to student performance
•Based on standards or criteria
•Measures academic achievement .
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WHAT IS GRADING?
•Not limited to tests
-Recitation
-Seatwork
-Homework
-Projects
•Reflects performance in various classroom tasks
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PURPOSE AND PROCESS OF

GRADING
•Combines multiple assessment results
•Summative evaluation of learning
•Shows if the student passed or failed
•Identifies areas for improvement
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IMPORTANCE AND TEACHER’S

ROLE
•Guides teaching and learning decisions
•Encourages student responsibility
•Teachers must:
Give fair/clear feedback , Be consistent, Communicate
results effectively
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WHAT ARE THE

DIFFERENT
MEASUREMENT
FRAMEWORKS
USED IN
ASSESSMENT?
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Assessment frameworks, particularly
Classical Test Theory (CTT) and Item
Response Theory (IRT), are essential
for analyzing individual abilities and
characteristics.
 CTT - CORE CONCEPTS
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CTT posits that an observed

score is the sum of a true score
and random error, making it a
straightforward yet limited
model.
 CTT - ITEM ANALYSIS
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In CTT, item analysis focuses on

estimating item difficulty and
discrimination to evaluate the
effectiveness of test items.
 CTT - RELIABILITY AND LIMITATIONS
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CTT estimates reliability using

methods like Cronbach's alpha,
but its results are sample-
dependent, limiting
generalizability.
 CTT - RELIABILITY AND LIMITATIONS
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CTT estimates reliability using

methods like Cronbach's alpha,
but its results are sample-
dependent, limiting
generalizability.
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IRT - A Different Approach
Item Response Theory models the probability
of a correct response based on both the
examinee's ability and the item's
characteristics, allowing for sample-
independent analysis.
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IRT - Advantages and Information
IRT provides detailed insights through
item characteristic curves (ICCs) and
fit statistics, enhancing understanding
of item performance.
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IRT - Models and Software
Various IRT models exist, and the
availability of user-friendly software
has increased its application despite
its complexity.
 Selecting between CTT and IRT
depends on assessment goals and
available resources, with each
framework offering unique
advantages.
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DIFFERENT TYPES OF
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ASSESSMENT IN LEARRNING

01 FORMATIVE 02 SUMMATIVE
ASSESSMENT ASSESSMENT

03 DIAGNOSTIC 04 PLACEMENT
ASSESSMENT ASSESSMENT
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DIFFERENT TYPES OF
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ASSESSMENT IN LEARRNING

TRADITIONAL AUTHENTIC
05 06
ASSESSMENT ASSESSMENT
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01

FORMAL ASSESSMENT
Formative Assessment refers to ongoing activities
that provide real-time feedback to both teachers and
learners, monitoring student understanding during
instruction.
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02

SUMMATIVE ASSESSMENT
Summative Assessment is conducted at the end of an
instructional period to evaluate learners' mastery of
content and learning outcomes.
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03

DIAGNOSTIC ASSESSMENT
Diagnostic Assessment aims to identify specific
learning difficulties or problems that learners may
face, usually conducted at the beginning of a course
or when learning issues are observed.
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04

PLACEMENT ASSESSMENT
Placement Assessment is conducted at the beginning
of the school year to determine learners' existing
knowledge and skills.
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05
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TRADITIONAL ASSESSMENT
Traditional Assessment is the use of conventional tools like
multiple-choice tests and essays to measure student
learning. It is often used for grading because it is easy to
design and score. However, it is usually seen as less
connected to real-life situations.
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06
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AUTHENTIC ASSESSMENT
Authentic Assessment uses tasks based on real-world
contexts that require students to perform or create
meaningful products. It aims to assess how students apply
their learning in real-life situations, making it more realistic
and practical.
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What are the
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different principles
in assessing
learning?
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There are many principles in the
assessment in learning. Based on
the different readings and
references on these principles,
the following may be considered
as core principles:
) ) ) ) ) ) ) ) ) 1. Assessment should have a clear Purpose
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Assessment must begin with a clear goal. The tools and

interpretation should match that goal and align with
desired learning outcomes.

2. Assessment is not an end in itself

Assessment is not just about measuring learning, but

about improving it. Whether formative or summative, it
should guide decisions that help students grow.
 3. Assessment is an ongoing, continuous, and a
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formative process.
Assessment consists of a series of tasks and activities
conducted over time.
This assessment principle is congruent
with the OBE principle of expanded opportunity.

4. Assessment is learner-centered.
Assessment is not about what the teacher does but what
the learner can do.
) ) ) ) ) ) ) ) ) 5. Assessment is both process- and product-oriented.
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Assessment values both the learner's performance or

product and the process they use to create it.

6. Assessment must be comprehensive and holistic.

Assessment should use different strategies and tools to

evaluate student learning in a holistic way.
) ) ) ) ) ) ) ) ) 7. Assessment requires the use of appropriate measures.
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To be valid, assessment tools must be reliable and based

on sound measurement principles.

8. Assessment should be as authentic as possible.

Assessment tasks should closely reflect real-life

situations or experiences.
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CONCLUSION

Effective assessment in learning, encompassing

diverse principles and concepts, is important for
understanding student progress and informing
instructional adjustments, ultimately enhancing
the learning experience.
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Thank You
By Group 1