[LEARNING MODULES] PROFED606

Learning Modules

Assessmentin
Learning1

Ernie C. Cerado, PhD

College of Teacher EducationSultan
Kudarat State University
Ernie C. Cerado, PhD [Assessment in Learning 1] 1
[LEARNING MODULES] PROFED606
Ernie C. Cerado, PhD [Assessment in Learning 1] 2
[LEARNING MODULES] PROFED606
MODULE 1 INTRODUCTION TO ASSESSMENT IN LEARNING

Overview
Clear understanding of the course on Assessment of Learninghastobegin with one’s
complete awareness of the fundamental terms andprinciples. Most importantly, a good
grasp of the concepts like assessment, learning, evaluation, measurement, testing and test
is a requisite knowledgefor everypre-service teacher. Sufficient information of these
pedagogic elementswouldcertainly heighten his or her confidence in teaching. The
principlesbehindassessment are similarly necessary to be studied as all activities
relatedtoit must be properly grounded; otherwise, it is not sound and meaningless.
Objective, content, method, tool, criterion, recording, procedure, feedback, and judgment
are some significant factors that must be consideredtoundertake quality assessment.

Objectives
Upon completion of the unit, the students can discuss the fundamental concepts,
principles, purposes, roles and classifications of assessment, aswell as align the
assessment methods to learning targets.

Lesson 1: Basic Concepts and Principles in Assessment

Pre-discussion
Study the picture in Figure 1.
Has this something to do with
assessment? What are your
comments?

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What to Expect?
 At the end of the lesson, the students can:
1. Make a personal definition of assessment
2. Compare assessment with measurement and evaluation 3. Discuss testing and
grading
4. Explain the different principles in assessing learning 5. Relate an experience as a
student or pupil related to each principle6. Comment on the tests administered by the
past teachers 7. Perform simple evaluation

Lesson Outline
What is assessment?
Let us have some definitions of assessment from varied sources: 1. Assessment
involves the use of empirical data on student learningtorefine programs and improve
student learning. (Assessing AcademicPrograms in Higher Education by Allen 2004)
2. Assessment is the process of gathering and discussing informationfrommultiple and
diverse sources in order to develop a deep understandingof what students know,
understand, and can do with their knowledgeasaresult of their educational
experiences; the process culminateswhenassessment results are used to improve
subsequent learning. (LearnerCentered Assessment on College Campuses: shifting
the focusfromteaching to learning by Huba and Freed 2000)
3. Assessment is the systematic basis for making inferences about thelearning and
development of students. It is the process of defining, selecting, designing, collecting,
analyzing, interpreting, andusinginformation to increase students' learning and
development. (AssessingStudent Learning and Development: A Guide to the
Principles, Goals, andMethods of Determining College Outcomes by Erwin 1991)
4. Assessment is the systematic collection, review, and use of informationabout
educational programs undertaken for the purpose of improvingstudent learning and
development (Palomba & Banta, 1999).

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5. Assessment refers to the wide variety of methods or tools that educatorsuse to

evaluate, measure, and document the academic readiness, learningprogress, skill
acquisition, or educational needs of students (Great School Partnership, 2020).
6. David et al. (2020:3) defined assessment as the ―process of gatheringquantitative
and/or qualitative data for the purpose of making decisions. 7. Assessment is defined as a
process that is used to keep track of learners’ progress in relation to learning standards
and in the development of 21st century skills; to promote self-reflection and personal
accountabilityamongstudents about their own learning; and to provide bases for the
profilingof student performance on the learning competencies and standardsof
thecurriculum (DepEd Order No. 8, s. 2015).
Assessment is one of the most critical dimensions of the educationprocess; it
focuses not only on identifying how many of the predefinededucation aims and goals have
been achieved but also works as afeedbackmechanism that educators should use to
enhance their teaching practices. Assessment is located among the main factors that
contribute to a highqualityteaching and learning environment.
The value of assessment can be seen in the links that it formswithother education
processes. Thus, Lamprianou and Athanasou (2009:22)pointed out that assessment is
connected with the educationgoalsof ―diagnosis, prediction, placement, evaluation,
selection, grading, guidanceor administrationǁ. Moreover, Biggs (1999) regarded
assessment tobeacritical process that provides information about the effectiveness of
teachingand the progress of students and also makes clearer what teachersexpect from
students.

Meaning of Learning
We all know that the human brain is immensely complex andstill somewhat of a
mystery. It follows then, that learning as a primary functionof the brain is appreciated in
many different senses.
To provide you sufficient insights of the term, here are several mannersthat
learning can be described:

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1. A change in human disposition or capability that persists over aperiodof time and is not
simply ascribable to processes of growth.ǁ (FromTheConditions of Learning by Robert
Gagne)
2. Learning is the relatively permanent change in a person’s knowledgeorbehavior due to
experience. This definition has three components: 1) theduration of the change is
long-term rather than short-term; 2) thelocusof the change is the content and structure
of knowledge in memoryor thebehavior of the learner; 3) the cause of the change is
 thelearner’sexperience in the environment rather than fatigue, motivation, drugs,
physical condition or physiologic intervention. (FromLearninginEncyclopedia of
Educational Research, Richard E. Mayer)
3. It has been suggested that the term learning defies precisedefinitionbecause it is put to
multiple uses. Learning is used to refer to(1) theacquisition and mastery of what is
already known about something, (2) theextension and clarification of meaning of one’s
experience, or (3) anorganized, intentional process of testing ideas relevant to
problems. Inother words, it is used to describe a product, a process, or afunction.
(From Learning How to Learn: Applied Theory for Adults by R.M. Smith)
4. A process that leads to change, which occurs as a result of experienceand increases
the potential of improved performance and futurelearning. (From Make It Stick: The
Science of Successful Learning by Peter C. Brown, Henry L. Roediger III, Mark A.
McDaniel)
5. The process of gaining knowledge and expertise. (FromHowLearningWorks: Seven
Research-Based Principles for Smart Teaching bySusanAmbrose, et al.)
6. A persisting change in human performance or performance potential whichmust come
about as a result of the learner’s experience and interactionwith the world. (From
Psychology of Learning for Instruction by M. Driscoll)

7. Learning is ―a process that leads to change, which occurs as aresult of experience

and increases the potential for improved performanceandfuture learningǁ (Ambrose et al,
2010:3). The change in the learner mayhappen at the level of knowledge, attitude or
behavior. As aresult of learning, learners come to see concepts, ideas, and/or the
worlddifferently.

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It is not something done to students, but rather

somethingstudentsthemselves do. It is the direct result of how students
interpret andrespondto their experiences.
From the foregoing definitions, learning can be briefly statedasachange in learner’s
behaviour towards an improved level resulting fromone’sexperiences and interactions with
his environment.
Study the following figures to appreciate better the meaningof ―learning.ǁ
 Figure 2

Figure 3

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 Figure 4
You may be thinking that learning to bake cookies andlearningsomething like
Chemistry are not the same at all. In a way, youareright however, the information you get
from assessing what you have learnedisthesame. Brian used what he learned from each
batch of cookies to improvethenext batch. You also learn from every homework
assignment that youcomplete, and in every quiz you take what you still need to study
toknowthematerial.

Measurement and Evaluation

Calderon and Gonzales (1993) defined measurement as theprocessof determining the
quantity of achievement of learners by meansof appropriate measuring instruments. In
measuring, we often utilizesomestandard instruments to assign numerals to traits such as
achievement, interest, attitudes, aptitudes, intelligence and performance. Paper andpencil
test is the primary instrument in the common practice of educators. Theymeasure specific
elements of learning such as readiness to learn, recall of facts, demonstration of skills, or
ability to analyze and solve practical problems.
Generally, values of certain attribute are translated into numbersbymeasurement.
Nonetheless, a quantitative measure like a score of 65out of 80 in written examinations
does not have meaning unless interpreted. Essentially, measurement ends when a
numerical value is assignedwhileevaluation comes in next.

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On the other hand, evaluation is possibly the most complex andleast understood
among the basic terms in assessment of learning. Inherent intheidea of evaluation is
"value." When we evaluate, what we aredoingisengaging in some process that is designed
to provide informationthat will help us make a judgment about a given situation. Generally,
any evaluationprocess requires information about the situation in question.
In education, evaluation is the process of using the measurementsgathered in the
assessments. Teachers use this information to judgetherelationship between what was
intended by the instruction and what waslearned. They evaluate the information gathered
to determine what studentsknow and understand; how far they have progressed and
howfast; andhowtheir scores and progress compare to those of other students.
In short, evaluation is the process of making judgments basedonstandards and
evidences derived from measurements. It is nowgivingmeaning to the measured attributes.
With this, it is implicit that asoundevaluation is dependent on the way measurement was
carried out. Ordinarily, teachers’ decision to pass or fail a learner is determined by his
obtainedgraderelative to the school standard. Thus, if one’s final grade is 74 or lower thenit
means failing; otherwise, it is a passing when the final grade is 75or bettersince the
standard passing or cut-off grade is 75. The same scenariotakesplace in the granting of
academic excellence awards such as Valedictorian, Salutatorian, First Honors, Second
Honors, Cum laude, Magna cumlaude, Summa cum laude, etc. Here, evaluation means
comparing one’s gradeorachievement against an established standards or criteria to
arriveat adecision. Therefore, grading of students in schools must be credibletoensurethat
giving of awards would be undisputable.

Testing and Grading

A test is used to examine someone's knowledge of somethingtodetermine what he
or she knows or has learned. Testing measures thelevel of skill or knowledge that has
been reached.
David et al. (2020:4) wrote that testing is the most commonformof assessment. It
refers to the use of test or battery of tests to collect information

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on student learning over a specific period of time. A test is aformof assessment, but not all
assessments use tests or testing. De Guzman and Adamos (2015:2) described testing to
be a―formal, systematic procedure for gathering informationǁ while a test is a―tool
consists of a set of questions administered during a fixed period of timeundercomparable
conditions for all students.ǁ Most of the educational testsareintended to measure a
construct. They may also be used to measurethelearner’s progress in both formative and
summative purposes. In practice, atypical teacher often gives short quiz after teaching a
lesson to determineattainment of the learning outcomes. He also undertakes long
assessmentsupon completion of a chapter, unit, module or course to test thelearners’
degree of achievement. In similar way, the Professional RegulationCommission (PRC) and
Civil Service Commission (CSC) are administeringlicensure and eligibility examinations to
test the readiness or competenceof would-be professionals.
On the other hand, grading implies combining several assessments, translating the
result into some type of scale that has evaluative meaning, andreporting the result in a
formal way. Hence, grading is a process andnot merely quantitative values. It is the one of
the major functions, results, andoutcomes of assessing and evaluating students’ learning in
the educational setting (Magno, 2010). Practically, grading is the process of
assigningvaluetothe performance or achievement of a learner based on specified
criterialikeperformance task, written test, major examinations, and homework. It
isalsoaform of evaluation which provides information as whether a learner passedorfailed in
a certain task or subject. Thus, a student is given a grade of 85afterscoring 36 in a 50-item
midterm examination. He also received apassinggrade of 90 in Mathematics after his
detailed grades in writtentest andperformance task were computed.

Models in Assessment
The two most common psychometric theories that serve as frameworksfor
assessment and measurement especially in the determinationof the

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psychometric characteristics of a measure (e.g., tests, scale) aretheclassical test theory

(CTP) and the item response theory (IRT). The CTT, also known as the true score
theory, explains that variationsin the performance of examinees’ on a given measure is
due to variationsintheir abilities. It assumes that an examinees’ observed score
inagivenmeasure is the sum of the examinees’ true scores and some degreeof errorin the
measurement caused by some internal and external conditions. Hence, the CTT also
assumes that all measures are imperfect and thescoresobtained from a measure could
differ from the true score (i.e., true abilityof anexaminee).
The CTT provides an estimation of the item difficulty basedonthefrequency of
number of examinees who correctly answer a particular item; items with a fewer number of
examinees with correct answers are consideredmore difficult. It also provides an
estimation of item discriminationbasedonthe number of examinees with higher or lower
ability to answer aparticularitem. If an item is able to distinguish between examinees with
higher ability(i.e., higher total test score) and lower ability (i.e., lower total test score),
thenan item is considered to have good discrimination. Test reliability canalsobeestimated
using approaches from CTT (e.g., Kuder-Richardson 20, Cronbach’s alpha). Item analysis
based on this theory has been thedominant approach because of the simplicity of
calculating the statistics (e.g., itemdifficulty index, item discrimination index, item-total
correlation).
The IRT, on the other hand, analyzes test items by estimatingtheprobability that an
examinee answers an item correctly or incorrectly. Oneof the central differences of IRT
from CTT is that in IRT, it is assumedthat thecharacteristic of an item can be estimated
independently of the characteristicor ability of an examinee, and vice-versa. Aside from
itemdifficulty anditemdiscrimination indices, IRT analysis can provide significantly more
informationon item and test, such as fit statistics, item characteristic curve (ICC), andtests
characteristic curve (TCC). There are also different IRT models(e.g., one-parameter
model, 3-parameter model) which can provide different itemand test information that
cannot be estimated using the CTT. Inpreviousyears, there has been an increase in the
use of IRT analysis as measurement

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framework despite the complexity of the analysis involved duetotheavailability of IRT

software.

Types of Assessment
The most common types of assessment are diagnostic,
formativeandsummative, criterion-referenced and norm-referenced, traditional
andauthentic. Other experts added ipsative and confirmative assessments.
Pre-assessment or diagnostic assessment
Before creating the instruction, it is necessary to knowfor what kindof students you are
creating the instruction. Your goal is to get to knowyourstudent’s strengths,
weaknesses and the skills and knowledgetheypossess before taking the instruction.
Based on the data youhavecollected, you can create your instruction. Usually, a
teacher conductsapre-test to diagnose the learners.
Formative assessment
Formative assessment is a continuous and several assessmentsdoneduring the
instructional process for the purpose of improving teachingorlearning (Black &
William, 2003)
Summative assessment
Summative assessments are quizzes, tests, exams, or other formal evaluations of
how much a student has learned throughout a subject. Thegoal of this assessment is
to get a grade that corresponds to astudent’sunderstanding of the class material as a
whole, such as with a midtermorcumulative final exam.
Confirmative assessment
When your instruction has been implemented in your classroom, it isstill necessary to
take assessment. Your goal with confirmative assessmentsis to find out if the
instruction is still a success after a year, for example, and if the way you are teaching
is still on point. You could saythat aconfirmative assessment is an extensive formof a
summativeassessment (LMS, 2020).

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Norm-referenced assessment
This assessment primarily compares one’s learning performanceagainst an average
norm. It indicates the student’s performance in contrast withother students (see Figure
5). Also, the age and question paper aresamefor both of them. It
assesses whether the
students have performed
better or worse than the
others. It is the theoretical
average determined by
comparing scores.
Criterion-referenced
assessment
It measures student’s
performances against a fixed set of predetermined criteria or learningstandards (see
Figure 6). It checks what students are expectedtoknowand be able to do at a specific
 stage of their education. Criterion referenced tests are used to evaluate a specific
body of knowledgeor skill set; it is a test to evaluate the curriculum taught in a course.
Inpractice, these assessments are
designed to determine
whether students have
mastered the material
presented in a specific unit.
Each student’s performance is
measured based
on the
subject matter presented
(what the student knows and what the student does not know). Again, all students
can get 100% if they have fully mastered the material. Ipsative assessment
It measures the performance of a student against previous performancesfrom that
student. With this method you are trying to improve yourself by

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comparing previous results. You are not comparing yourself against otherstudents,
which may be not so good for your self-confidence (LMS, 2020). Traditional Assessment
Traditional assessments refer to conventional methods of testing, usuallystandardized
and use pen and paper with multiple-choice, true or falseormatching type test items. In
general, they measure students’ knowledgeof the content. Common examples are:
True or False, multiplechoicetests, standardized tests, achievement tests, intelligence
tests, andaptitude tests.
Authentic Assessment
Authentic assessments refer to evaluative activities wherein studentsareasked to
perform real-world tasks that demonstrate meaningful application of what they have
learned. They measure students’ abilitytoapply knowledge of the content in real life
situations and abilitytousewhat they have learned in meaningful ways. Common
examplesare: demonstrations, hands-on experiments, computer simulations, portfolios,
projects, multi-media presentations, role plays, recitals, stage playsandexhibits.

Principles of Assessment
There are many principles in the assessment in learning. Different literatureprovides their
unique list yet closely related set of principles of assessment. According to David et al.
(2020), the following may be consideredascoreprinciples in assessing learning:
1. Assessment should have a clear purpose. The methods usedincollecting information
should be based on this purpose. The interpretation of the data collected should be
aligned with the purpose that has been set. This principle is congruent with
theoutcome-based education (OBE) principles of clarity of focus anddesign down.
2. Assessment is not an end in itself. It serves as a means to enhancestudent learning.
It is not a simple recording or documentationof what learners know and do not know.
Collecting information about

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student learning, whether formative or summative, should leadtodecision that will

allow improvement of the learners. 3. Assessment is an on-going, continuous, and a
formative process. It consists of a series of tasks and activities conducted over time. It
isnot a one-shot activity and should be cumulative. Continuous feedback is an
important element of assessment. This principleiscongruent with the OBE principle of
expanded opportunity. 4. Assessment is learner-centered. It is not about what the
teacher doesbut 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. 5. Assessment is both process- and
product-oriented. It gives equal importance to learner performance or product in the
process. Theyengaged in to perform or produce a product.
6. Assessment must be comprehensive and holistic. It should beperformed using a
variety of strategies and tools designed to assessstudent learning in a holistic way. It
should be conducted in multipleperiods to assess learning overtime. This principle is
also congruent with the OBE principle of expanded opportunity.
7. Assessment requires the use of appropriate measures. For assessment to be
valid, the assessment tools or measures usedmust have sound psychometric
properties, including, but not limitedto, validity and reliability. Appropriate
measures also mean that learners must be provided with challenging but age- and
context appropriate assessment tasks. This principle is consistent withtheOBE
principle of high expectation.
8. Assessment should be authentic as possible. Assessment tasksor activities should
closely, if not fully, approximate real-life situationsor experiences. Authenticity of
 assessment can be taught of as acontinuum from least authentic to most authentic,
with more authentictasks expected to be more meaningful for learners.

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Summary
• Assessment is a systematic process of defining, selecting, designing, collecting,
analyzing, interpreting, and using information to increasestudents' learning and
development.
• Assessment may be described in terms of its purpose suchasassessment FOR,
assessment OF and assessment AS.

• Learning is a change in the learner’s behaviour towards an improvedlevel as a product

of one’s experience and interaction withhisenvironment.
• Measurement is a process of determining or describing the attributesor characteristics of
learners generally in terms of quantity.
• Evaluation is the process of making judgments based on standardsandevidences
derived from measurements.
• A test is a tool consists of a set of questions administered duringafixedperiod of time
under comparable conditions for all students. Testingmeasures the level of skill or
knowledge that has been reached.
• Grading is a form of evaluation which provides information as towhether a learner passed
or failed in a certain task or subject.
• The most common psychometric theories that serve as frameworksfor assessment and
measurement in the determination of the psychometriccharacteristics of a measure are
the classical test theory (CTT) andtheitem response theory (IRT).
• The most common types of assessment are diagnostic, formativeandsummative,
criterion-referenced and norm-referenced, traditional andauthentic. Other experts
added ipsative and confirmative assessments.
• Principles of assessment are guides for teachers in their design, anddevelopment
of outcomes-based assessment tools.

Assessment
1. What is assessment in learning? What is assessment in learningfor you?2.
Differentiate the following:
2.1. Measurement and evaluation
2.2. Testing and grading

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2.3. Formative and summative assessment

2.4. Classical test theory and Item response theory
3. Choose 3 core principles in assessing learning, and explain theminrelation to your
experiences with past teachers. A model is providedfor your reference.
Principles Practices
One of my high school teachers was very
Example:
1. Assessment requires
unfair when it comes to giving of assessment.
the use of appropriate
I can still recall how he prepared his test
measures.

4.
questions that were not actually part of our
lessons. Before the test, all of us studiedwell
on the various lessons we discussed
intheentire grading period. Unfortunately,
alot of items in the actual examinations that
wereout of the topics. What made it worse is
that hewould get angry when asked about
themismatch. I think the teacher did not
2.
consider the validity of his test, and it was
not appropriate.
3.

4. Based on the principles that you have learned, make a simpleplanonhow you will
undertake your assessment with your future students. Consider 2 principles only.
Principles Plan for applying the principle in your classroom assessment
1.
 2.

5. Evaluate the extent of your knowledge and understandingabout assessment of

learning and its principles.
Indicators Great
Moderate Not
extent
extent
at all

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1. I can explain the meaning of assessment of

learning
2. I can discuss what is learning.
3. I can compare assessment with measurement and evaluation.
4. I can compare testing and grading.
5. I can discuss the classical test theory.
6. I can enumerate the different types of
assessment.
7. I can differentiate between formative and
summative assessment.
8. I can explain what each of the principles of
assessment means.
9. I can give examples of assessment tasks or
activities that do not conform to one or
more of the core principles in assessment.
10. I understand what it means to have a good assessment practice in
the classroom.

Enrichment
• Secure a copy of DepEd Order No. 8, s. 2015 on the Policy Guidelineson Classroom
Assessment for the K to 12 Basic Education Program. Study the policies and be ready
to clarify any provisions during G-class. You can access the Order from this link:
https://www.deped.gov.ph/2015/04/01/do8-s-2015-policy-guidelines-on-
classroom-assessment-for-the-k-to-12basic-education-program/ • Read DepEd Order No.
5, s. 2013 (Policy Guidelines on the Implementation of the School Readiness Year-end
Assessment (SReYA) for Kindergarten. (Please access through
https://www.deped.gov.ph/2013/01/25/do-5-s-2013-policy-guidelines-
 onthe-implementation-of-the-school-readiness-year-end-assessment-
sreyafor-kindergarten/).
Questions
1. What assessment is cited in the Order? What is the purpose of givingsuch
assessment?
2. How would you classify the assessment in terms of its nature?Justify.

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3. What is the relevance of this assessment to students,

parentsandteachers and the school?

References
Alberta Education (2008, October 1). Types of ClassroomAssessment. Retrieved from
http://www.learnalberta.ca/content/mewa/html/assessment/types.html David et al.
(2020). Assessment in Learning 1. Manila: Rex Book Store. De Guzman, E. and
Adamos, J. (2015). Assessment of Learning 1. QuezonCity: Adriana Publishing Co., Inc.
Fisher, M. Jr. R. (2020). Student Assessment in Teaching and Learning. Retrieved
from https://cft.vanderbilt.edu/student-assessment
inteaching-and-learning/
Navarro, L., Santos, R. and Corpuz, B. (2017). Assessment of
Learning1(3rded.). Quezon City: Lorimar Publishing, Inc.
Magno, C. (2010). The Functions of Grading Students. The Assessment Handbook, 3,
50-58.
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Lesson 2: Purposes of Classroom Assessment, Educational Objectives, Learning

Targets and Appropriate Methods

Pre-discussion
To be able to achieve the intended learning outcomes of thislesson, one is required
to understand the basic concepts, theories and principlesinassessing the learning of
students. Should these things are not yet clearedand understood, it is advised that a
thorough review be made of thepreviousmodule.

What to Expect?
At the end of the lesson, the students can:
1. Describe the purposes and roles of classroom assessment 2. Formulate the learning
objectives based on Bloom’s and the RevisedBloom’s taxonomy
3. Formulate learning targets
4. Match appropriate assessment method with specific learning targets

Lesson Outline

Purpose of Classroom Assessment

Assessment works best when its purpose is clearly defined. Without aclear
purpose, it is difficult to plan and design assessment effectivelyandefficiently. In
classrooms, teachers are expected to understandtheinstructional goals and learning
outcomes which will informhowtheywill design and implement their assessment. Generally,
the purposeof assessment may be classified in terms of the following: 1. Assessment for
Learning (Formative Assessment)
The philosophy behind assessment for learning is that assessment andteaching should
be integrated into a whole. The power of suchanassessment doesn't come from intricate
technology or fromusingaspecific assessment instrument. It comes from recognizing
howmuchlearning is taking place in the common tasks of the school day – andhow

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much insight into student learning teachers can mine fromthis material (McNamee and
Chen, 2005: 76).
Assessment for learning is on-going assessment that allows teacherstomonitor
students on a day-to-day basis and modify their teachingbasedonwhat the students
need to be successful. This assessment providesstudents with the timely, specific
feedback that they needtomakeadjustments to their learning.
After teaching a lesson, we need to determine whether the lessonwasaccessible to all
students while still challenging to the more capable; what the students learned and still
need to know; how we can improvethelesson to make it more effective; and, if
necessary, what other lessonwemight offer as a better alternative. This continual
evaluation of instructional choices is at the heart of improving our teaching practice
(Burns, 2005: 26).
2. Assessment of Learning (Summative Assessment) Assessment of learning is the
snapshot in time that lets theteacher, students and their parents know how well each
student has completedthelearning tasks and activities. It provides information about
student achievement. While it provides useful reporting information, it oftenhaslittle
 effect on learning.

Comparing Assessment for Learning and Assessment of Learning

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3. Assessment as Learning (Self-assessment)

Assessment as learning develops and supports students' metacognitiveskills. This
form of assessment is crucial in helping students becomelifelonglearners. As students
engage in peer and self-assessment, they learntomakesense of information, relate it to
prior knowledge and use it for newlearning. Students develop a sense of ownership and
efficacy when they useteacher, peer and self-assessment feedback to make adjustments,
improvementsandchanges to what they understand.
As discussed in the previous module, assessment serves asthemechanism by which
teachers are able to determine whether instructionworked in facilitating the learning of
students. Hence, it is very important that assessment is aligned with instruction and the
identified learning outcomesforlearners. Knowing what will be taught (curriculum content,
competency, andperformance standards), and how it will be taught (instruction)
areasimportant as knowing what we want from the very start (curriculumoutcome)in
determining the specific purpose and strategy for assessment. Thealignment is easier if
teachers have clear purpose on why they are performingthe assessment. Typically,
teachers use classroomassessment forassessment OF learning more than assessment
FORlearningand

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assessment AS learning. Ideally, however, all three purposes of classroomassessment

must be used. While it is difficult to performan assessment withall three purposes in mind,
teachers must be able to understandthethreepurposes of assessment, including knowing
when and how to use them.

The Roles of Classroom Assessment in the Teaching-LearningProcessAssessment is

an integral part of the instructional process whereteachersdesign and conduct instruction
(teaching), so learners achieve thespecifictarget learning outcomes defined by the
curriculum. While the purposeof assessment may be classified as assessment of learning,
assessment forlearning, and assessment as learning, the specific purpose of an
assessment depends on the teacher’s objective in collecting and evaluating assessment
data from learners. More specific objectives for assessing student learningcongruent to the
following roles of classroom assessment in theteaching learning process: formative,
diagnostic, evaluative, and motivational, eachof which is discussed below.
Formative. Teachers conduct assessment because they want toacquireinformation on the
current status and level of learner’s knowledgeandskills or competencies. Teachers
may need information (e.g. priorknowledge, strengths) about the learners prior to
instruction, sotheycandesign their instructional plan to better suit the needs of
thelearners. Teachers may also need information on learners during instructiontoallow
them to modify instruction or learning activities to helplearnersachieve the learning
 outcomes. How teachers should facilitatestudents’ learning may be informed by the
information that may be acquiredintheassessment results.
Diagnostic. Teachers can use assessment to identify specific learners’ weaknesses or
difficulties that may affect their achievement of theintended learning outcomes. Identifying
these weaknesses allowsteachers to focus on specific learning needs and provide
opportunitiesforinstructional intervention or remediation inside or outside the classroom.
The diagnostic role of assessment may also lead to differentiatedinstruction or even
individualized learning plans when deemed necessary.

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Evaluative. Teachers conduct assessment to measure learners’ performanceor

achievement for the purpose of making judgment or gradinginparticular. Teachers
need information on whether the learners havemet
the intended learning outcomes after the instruction is fully implemented. The
learners’ placement or promotion to the next educational level isinformed by the
assessment results.
Facilitative. Classroom assessment may affect student learning. Onthepart of teachers,
assessment for learning provides information onstudents’ learning and achievement
that teachers can use to improve instructionand the learning experiences of learners.
On the part of learners, assessment as learning allows them to monitor, evaluate,
andimprovetheir own learning strategies. In both cases, student learning is facilitated.
Motivational. Classroom assessment can serve as a mechanismfor learnersto be
motivated and engaged in learning and achievement intheclassroom. Grades, for
instance, can motivate and demotivatelearners. Focusing on progress, providing
effective feedback, innovatingassessment tasks, and using scaffolding during
assessment activitiesprovide opportunities for assessment activities provide
opportunitiesforassessment to be motivating rather than demotivating.

Comparing Educational Goals, Standards, and Objectives Before discussing what

learning targets are, it is important to first defineeducational goals, standards, and
objectives.
Goals. Goals are general statements about desired learner outcomesinagiven year or
during the duration of a program (e.g. senior high school). Standards. Standards are
specific statements about what learnersshouldknow and are capable of doing at a
particular grade level, subject, orcourse. McMillan (2014) described four different types of
educational standards: (1) content (desired outcomes in a content area), (2)performance
(what students to do demonstrate competence), (3)developmental (sequence of growth
and change over time), and(4)grade-level (outcomes for a specific grade).

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Educational Objectives. Educational or learning objectives arespecificstatements of

learner performance at the end of an instruction unit. Theseare sometimes referred to
as behavioural objectives and aretypicallystated with the use of verbs. The most
popular taxonomy of educational objectives is Bloom’s Taxonomy of Educational
Objectives.
The Bloom’s Taxonomy of Educational Objectives Bloom’s Taxonomy consists of three
domains: cognitive, affectiveandpsychomotor. These three domains correspond to the three
types of goalsthat teachers want to assess: knowledge-based goals (cognitive),
skills-basedgoals (psychomotor), and effective goals (affective). Hence,
therearetheretaxonomies that can be used by teachers depending on the goals.
Eachtaxonomy consists of different levels of expertise with varying degreesof complexity.
The most popular among the three taxonomies is theBloom’sTaxonomy of Educational
Objectives for Knowledge-Based Goals. Thetaxonomy describes six levels of expertise:
knowledge, comprehension, application, analysis, synthesis, and evaluation. Table 1
presentsthedescription, illustrative verbs, and a sample objective for each of the sixlevels.
Table 1. Bloom’s Taxonomy of Educational Objectives in the CognitiveDomain

Cognitive Level Description Illustrative

Sample Objective
Verbs
Knowledge Recall or
defines,
Enumeratethesix
recognition of
recalls,
levels of expertise
learned materials
names,
in the Bloom’s
like concepts,
enumerates,
taxonomy of
events, facts, ideas,
 and labels
objectives inthe
and procedures cognitive domain
Comprehension Understanding the
explains,
Explain eachof the
meaning of a
describes,
six levels of
learned material, expertise inthe
summarizes,
including Bloom’s taxonomy
and translates
of objectives inthe
interpretation, and
cognitive domain.
literal translation
Application Use of abstract
applies,
Demonstratehow
demonstrates,
ideas, principles, or to use Bloom’s
produces,
methods to specific
taxonomy in
illustrates,
concrete situations
formulating
and uses
learning objectives.

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Analysis Separation of a
compares,
Compare and
contrasts,
concept or idea into
contrast thesix
categorizes,
constituent parts or levels of expertise
classifies, and
elements and an
in Bloom’s
calculates
understanding of the nature and taxonomy of objectives inthe
association among
cognitive domain.
the elements
Synthesis Construction of Compose learning
 composes
elements or parts targets using
constructs,
Bloom’s taxonomy.
from different
creates,
sources to form a
designs, and
more complex or
integrates
novel structure
Evaluation Making judgment of
appraises,
Evaluate the
ideas or methods
evaluates,
congruence
based on sound and
judges,
between learning
established criteria
concludes, and
targets and
criticizes
assessment
methods.

Bloom’s taxonomies of educational objectives provide teachers withastructured guide in

formulating more specific learning targets as theyprovidean exhaustive list of learning
objectives. The taxonomies do not only serveasguide for teachers’ instruction but also as a
guide for teachers’ instructionbut also as a guide for their assessment of student learning in
the classroom. Thus, it is imperative that teachers identify the levels of expertisethat
theyexpect the learners to achieve and demonstrate. This will then informtheassessment
method required to properly assess student learning. It isassumed that a higher level of
expertise in a given domain requiresmoresophisticated assessment methods or strategies.

The Revised Bloom’s Taxonomy of Educational Objectives Anderson and Krathwohl

(2001) proposed a revision of theBloom’sTaxonomy in the cognitive domain by introducing
a two-dimensional model forwriting learning objectives. The first dimension, knowledge
dimension, includes four types: factual, conceptual, procedural, and metacognitive.
Thesecond dimension, cognitive process dimension, consists of sixtypes:

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remember, understand, apply, evaluate, and create. An educational orlearning objective
formulated from this two-dimensional model containsanoun (type of knowledge) and a
verb (type of cognitive process). TheRevisedBloom’s Taxonomy provides teachers with a
more structured andmoreprecise approach in designing and assessing learning objectives.

Below is an example of an educational or learning objective: Students will be able to

differentiate qualitative research and quantitative
research.
In the example, differentiate is the verb that represents thetypeof cognitive process
(in this case, analyze), while qualitative researchandquantitative research is the noun
phrase that represents thetypeof knowledge (in this case, conceptual).
Tables 2 and 3 present the definition, illustrative verbs, andsampleobjectives of the
cognitive process dimensions and knowledge dimensionsof the Revised Bloom’s
Taxonomy.

Table 2. Cognitive Process Dimensions in the Revised Bloom’s Taxonomyof

Educational Objectives

Cognitive
Definition Illustrative Verbs Sample ObjectiveProcess
Create Combining
compose, produce,
Propose a program
parts to make a
develop, formulate,
of action to help
whole
devise, prepare,
solve Metro Manila’s
design, construct,
traffic congestion.
propose, and re
organize
Evaluate Judging the
assess, measure,
Critique the latest
estimate, evaluate,
value of filmthat youhave
critique, and judge
information or
data

Analyze Breaking down

watched. Usethe intheclass.
critique guidelinesand format discussed
analyze, calculate,
Classify the following
information into
examine, test,
chemical elements
parts
compare, differentiate,
based on some
organize, and classify
categories/areas.

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Apply Applying the

apply, employ,
Solve the following
facts, rules,
practice, relate, use,
problems usingthe
concepts and
implement, carry-out,
different measuresof
ideas in
and solve
central tendency.
another context
Understand Understanding
describe, determine,
Explain the causes
what the
interpret, translate,
of malnutritioninthe
information
paraphrase, and
country.
means
explain
Remember Recognizing
identifying, list, name,
Name the7th
and recalling
underline, recall,
president of the
facts
retrieve, locate
Philippines
 Table 3. Knowledge Dimensions in the Revised Bloom’s Taxonomyof Educational
Objectives

Knowledge Description Sample Question

Factual This type of knowledge is basic in every
Who is the
discipline. It tells the facts or bits of
national heroof
information one needs to know in a
the Philippines?
discipline. This type of knowledge usually
answers questions that begin
with ―whoǁ, ―whereǁ, ―whatǁ,
and ―whenǁ.
Conceptual This type of knowledge is also
What makesthe
fundamental in every discipline. It tells the
Philippines
concepts, generalizations, principles,
the ―Pearl of the
theories, and models that one needs to
orient seasǁ?
know in a discipline. This type of
knowledge usually answers questions
that begin with ―whatǁ.
Procedural This type of knowledge is also
Howto opena
newfile in
fundamental in every discipline. It tells the
processes, steps, techniques, Microsoft Word?
methodologies, or specific skills needed in performing a specific
task that one needs to know and be able to do in a discipline.
This type of knowledge usually answers questions that begin
with ―howǁ.

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Metacognitive This type of knowledge makes the

Why is Education
discipline relevant to one’s life. It makes
the most suitable
one understand the value of learning on
course for you?
 one’s life. It requires reflective knowledge
and strategies on how to solve problems
or perform a cognitive task through
understanding of oneself and context.
This type of knowledge usually answers
questions that begin with ―whyǁ.
Questions that begin ―howǁ and what
could be used if they are embedded in a
situation that one experiences in real life.

LEARNING TARGETS
―Students who can identify what they are learning significantlyoutscore those who
cannot.ǁ – Robert Marzano The metaphor that Connie Moss and Susan Brookhart use
todescribelearning targets in their Educational Leadership article, ―What StudentsNeedto
Learn,ǁ is that of a global positioning system (GPS). Much likeaGPScommunicates timely
information about where you are, how far andhowlonguntil your destination, and what to do
when you make a wrong turn. Alearningtarget provides a precise description of the learning
destination. Theytell students what they will learn, how deeply they will learn it, and
howtheywill demonstrate their learning.
Learning targets describe in student-friendly language the learningtooccur in the day’s
lesson. Learning targets are written fromthe students’ point of view and represent what both
the teacher and the students are aimingforduring the lesson. Learning targets also include a
performanceof understanding, or learning experience, that provides evidence to answer
thequestion ―What do students understand and what are they able to do?ǁ
As Moss and Brookhart write, while a learning target is for adailylesson, ―Most
complex understandings require teachers to scaffoldstudent understanding across a series
of interrelated lessons.ǁ In other words, eachlearning target is a part of a longer,
sequential plan that includes short andlong-term goals.
McMillan (2014) defined learning targets as a statement of student

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performance for a relatively restricted type of learning outcome that will beachieved
in a single lesson or a few days, and contains what studentsshouldknow, understand
and be able to do at the end of the instruction andcriteriafor judging the level of
demonstrated performance. It is more specificandclear than the educational goals,
standards, and learning objectives. Toavoidconfusion of terms, De Guzman and
Adamos (2015) wrote that definitionof learning targets is similar to that of learning
outcomes.
Now, how does a learning target differ from an instructional objective?An
instructional objective describes an intended outcome and thenatureof evidence
that will determine mastery of that outcome froma teacher’spoint of view. It contains
content outcomes, conditions, and criteria. A learningtarget, on the other hand,
describes the intended lesson-sized learning outcomeandthe nature of evidence that
will determine mastery of that outcomefromastudent’s point of view. It contains the
immediate learning aims for today’slesson (ASCD, 2021).

Why Use Learning Targets?

According to experts, one of the most powerful formative strategiesforimproving
student learning is clear learning targets for students. InVisibleLearning, John Hattie
emphasizes the importance of ―clearly communicatingthe intentions of the lessons
and the criteria for success. Teachers needtoknow the goals and success criteria of
their lessons, knowhowwell all students in their class are progressing, and know
where to go next.ǁ Learningtargets ensure that students:
• know what they are supposed to learn during the lesson; without aclearlearning
target, students are left guessing what they are expectedtolearn and what their
teacher will accept as evidence of success.
• build skilfulness in their ability to assess themselves and be reflective. • are
continually monitoring their progress toward the learning goal andmaking changes as
necessary to achieve their goal.
• are in control of their own learning, and not only knowwheretheyaregoing, they
know exactly where they are relative to where theyare

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going; they are able to choose strategies to help themdo their best, and they know
exactly what it takes to be successful.
• know the essential information to be learned and howtheywill demonstrate that
learning to achieve mastery.
Learning targets are a part of a cycle that includes student goal setting and teacher
feedback. Formative assessment, assessment for learning, starts when the teacher
communicates the learning target at the beginning of the lesson. Providing examples of
 what is expectedalong with the target written in student-friendly language gives
studentsthe opportunity to set goals, self-assess, and make improvements.

Types of Learning Targets

Many experts consider four (4) types of learning targets, namely:
knowledge, skills, reasoning and product. Table 4 provides the detailsof eachcategory.
Table 4. Types of Learning Targets, Description and SampleTypes Description
Sample Knowledge
Knowledge targets
• I can explain theroleof
conceptual frameworkin
represent the factual
Know, list, knowledge, and conceptual
understand,
a research.
identify, and similes
information, procedural

• I can identify metaphors

understandings that
explain
• I can read and write
underpin each discipline or
quadratic equations.
content area. These
• I can describe the
targets form the foundation
function of a cell
for each of the other types
membrane.
of learning targets.
• I can explain theeffects
of an acid on abase.

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Skills
Skill targets are those
• I can facilitate afocus
group discussion(FGD)
where a demonstration or
Demonstrate,
with research
a physical skill-based
pronounce,
participants.
performance is at the
perform
• I can measure massin
heart of the learning. Most
metric and SI units.
skill targets are found in
• I can use simple
subjects such as physical
equipment andtoolsto
education, visual and
gather data.
performing arts, and
• I can read aloudwith
foreign languages. Other
fluency and expression.
content areas may have a
• I can participateincivic
few skill targets.
discussions withtheaim
of solving current
problems.
• I can dribble tokeepthe
ball away froman
opponent.
Reasoning • I can justify my research
Reasoning targets specify
problems with atheory.
thought processes
Predict, infer,
students must learn to do
summarize, • I can use statistical
well across a range of
compare, analyze, methods to describe,
subjects. Reasoning
classify
analyze, evaluate, and
 knowledge to the

• I can distinguish
application of knowledge.

Product
Involves thinking and
make decisions.
applying-using knowledge

• I can make a prediction

based on evidence.
to solve a problem, make between historical fact
and opinion.

I can write a thesis

• I can examine Product targets describe
a decision, etc. These

data/results andpropose
targets move students

a meaningful proposal.
learning in terms of
beyond mastering content
Create, design,

I can construct abar

interpretation.
artifacts where creation of
write, draw,
graph.
a product is the focus of
make
I can develop a
the learning target. With personal health-related
 product targets, the
fitness plan.
specifications for quality
I can construct a
of the product itself are physical model of an
the focus of teaching and
assessment. object.

Other experts consider a fifth type of learning target – affect. Thisrefersto affective
characteristics that students can develop and demonstrate

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because of instruction. This includes the attitudes, beliefs, interests, andvalues.

Some experts use disposition as alternative termfor affect.

Types of Assessment Methods

Assessment methods can be categorized according to the
natureandcharacteristics of each method. McMillan (2007) identified 4 major
categoriessuch as selective-response, constructed-response, teacher
observationsandstudent self-assessment.

Selected-Response vs. Constructed-Response An assessment, test, or exam is

classified as selected-responseorconstructed-response based on the item types used. An
exam using multiple-choice, true/false, matching, or anycombination of these item types is
called a selected-response assessment because the student ―selectsǁ the correct
answer fromavailableanswerchoices. A selected-response exam is considered to be an
objectiveexambecause there is no rating of the student’s answer choice – it is either
correct or incorrect.
• Multiple-Choice Test Items have a stem that poses the problemor question and three or
four answer choices (options). One of the choicesisthe undeniably correct answer, and
the other options are, unquestionably, incorrect answers.
• Matching items are somewhat like MC items in that there are itemstems(phrases or
statements) and answer choices that are required to bematched to the item stems. There
should always be one more answer
choice than the number of item stems. Generally, matching items arewell suited for
testing understanding of concepts and principles. • True-false items have the advantage
of being easy to write, morecanbegiven in the same amount of time compared to MC
 items, readingtimeisminimized, and they are easy to score.
Constructed-response items require the student to answer aquestion, commonly
referred to as a ―prompt.ǁ A constructed-responseexamisconsidered to be a subjective
exam because the correctness of theanswer is

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based on a rater’s opinion, typically with the use of a rubric scale toguidethescoring.
Essay and short answer exams are constructed-responseassessments because the
student has to ―constructǁ the answer.

Comparison between Selected-Response and Constructed-ResponseTypes

Selected-response Constructed-response(e.g., multiple choice, true (e.g., short
answer, essay) or false, matching type)
Advantages
• Easier to score
Allows students to
demonstrate complex,
• Can be answered quickly
indepth understanding
• Covers a broader range of
Less likelihood of
curriculum in a shorter
time
guessing correct answer
Motivates studentstolearnin a way that stressestheorganization of information,
principles, and application
Disadvantages
• Constrains students to
More time-consumingto
score
single appropriate answer
More time-consumingtoan
• Encourages students to
learn by recognition
• Subject to guessing correct
answer

Teachers Observation
Teacher observation has been accepted readily in the past asalegitimate source of
information for recording and reportingstudent demonstrations of learning outcomes. As the
student progresses to later yearsof schooling, less and less attention typically is given to
teacher observationand more and more attention typically is given to formal assessment
procedures involving required tests and tasks taken under explicit constraintsof context and
time. However, teacher observation is capable of providingsubstantial information on
student demonstration of learning outcomesat all levels of education.
For teacher observation to contribute to valid judgments concerningstudent
learning outcomes, evidence needs to be gathered andrecordedsystematically.
Systematic gathering and recording of evidencerequires

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preparation and foresight. Teacher observation can be

characterisedastwotypes: incidental and planned.
• Incidental observation occurs during the ongoing (deliberate) activitiesof teaching and
learning and the interactions between teacher andstudents. In other words, an
unplanned opportunity emerges, in the context of classroom activities, where the
teacher observes some aspect of individual student learning. Whether incidental
observation canbeused
as a basis for formal assessment and reporting may dependontherecords that
are kept.
• Planned observation involves deliberate planning of an opportunityfor theteacher to
observe specific learning outcomes. This planned opportunitymay occur in the context
of regular classroom activities or mayoccurthrough the setting of an assessment task
(such as a practical orperformance activity).

Student Self-Assessment
One form of formative assessment is self-assessment or self-reflectionby students.
Self-reflection is the evaluation or judgment of the worthof one’sperformance and the
identification of one’s strengths and weaknesseswithaview to improving one’s learning
outcomes, or more succinctly, reflectingonand monitoring one’s own work processes
and/or products (Klenowski, 1995). Student self-assessment has long been encouraged as
an educational andlearning strategy in the classroom, and is both popular and positively
regardedby the general education community (Andrade, 2010).
Besides, McMillan and Hearn (2008) described self-assessment asaprocess by which
students 1) monitor and evaluate the quality of their thinkingand behavior when learning
and 2) identify strategies that improvetheirunderstanding and skills. That is,
 self-assessment occurs whenstudentsjudge their own work to improve performance as
they identify discrepanciesbetween current and desired performance. This aspect of
self-assessment aligns closely with standards-based education, which provides clear
targetsand criteria that can facilitate student self-assessment. The pervasivenessof
standards-based instruction provides an ideal context in which theseclear-cut

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benchmarks for performance and criteria for evaluating student products, when
internalized by students, provide the knowledge neededfor self-assessment. Finally,
self-assessment identifies further learning targetsandinstructional strategies (correctives)
students can apply toimproveachievement.

Appropriate Methods of Assessment

Once the learning targets are identified, appropriate assessment methods can be selected
to measure student learning. The match betweenalearning target and the assessment
method used to measure if studentshavemet the target is very critical. Tables 5 and 6
present a matrix of thedifferent types of learning targets and sample assessment methods.
Details of thesevaried assessment methods shall be discussed thoroughly in Module5.

Table 5. Matching Learning Targets and Assessment

MethodsLearning
Selected Response Constructed Response
Targets
Multiple
True or
Matching
Short
ProblemEssay
Answer
Choice
False
Type
-solving
Knowledge 3 3 3 3 3 3Reasoning 2 1 1 1 3 3Skill 1 1 1 1 2 2Product 1 1 1 1 1 1Note:
Higher numbers indicate better matches (e.g., 5 = Excellent, 1 =Poor).

Table 6. Matching Learning Targets with other Types of Assessment Learning

Project-based Portfolio Recitation Observation
Targets
Knowledge 1 3 3 2Reasoning 2 2 3 2Skill 2 3 1 2Product 3 3 1 1Note: Higher numbers
 indicate better matches (e.g., 5 = Excellent, 1 =Poor).
There are still other types of assessment, and it is up to the teacherstoselect the
method of assessment and design appropriate assessment tasksand activities to
measure the identified learning targets.

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Summary
• In educational setting, the purpose of assessment may be classifiedinterms of
assessment of learning, assessment for learning, and assessment as learning.
• Assessment OF learning is held at the end of a subject or a coursetodetermine
performance. It is equivalent to summative assessment. • Assessment FOR learning is
done repeatedly during instructiontocheckthe learners’ progress and teacher’s strategies so
that interventionorchanges can be made.

• Assessment AS learning is done to develop the learners’ independenceand

self-regulation.
• Classroom assessment in the teaching-learning process has thefollowingroles:
formative, diagnostic, evaluative, and motivational.
• Educational objectives are best explained through Bloom’s Taxonomy. It consists of three
(3) domains, namely: cognitive, affectiveandpsychomotor which are the main goals of
teachers.
• An instructional objectives guide instruction, and we write themfromtheteacher’s point of
view. Learning targets guide learning and are expressedin language that students
understand, the lesson-sized portionof information, skills, and reasoning processes that
students will cometoknow deeply.
• Assessment methods may be categorized as selected-response, constructed-response,
teacher observation and student self-assessment. • Learning targets may be knowledge,
skills, reasoning or product. • Teachers match learning targets with appropriate
assessment methods.

Assessment
1. Describe the 3 purposes of classroom assessment by completingthematrix
below.
Assessment OF
Assessment
Assessment AS
 FOR learning
learning learning
WHAT?

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WHY?

WHEN?

2. Compare and contrast the different roles of classroomassessment.

3. Distinguish educational goals, standards, objectives and learningtargetsusing the
following table.
Goals Standards Objectives Learning
targets
Description

Sample
statements

4. Learning targets are similar to learning outcomes. Justify. 5. Determine

whether the given learning target is knowledge, skill, reasoningor product.

Learning Targets Type

1. I can use data from a random sample to draw inferences
R
about a population with an unknown characteristic of interest.
2. I can identify the major reasons for the rapid expansion of
K
Islam during the 7th and 8th centuries.
3. I can describe the relationship between illustrations and
R
the story in which they appear.
4. I can describe how organisms interact with each other to Rtransfer energy and
matter in an ecosystem.

5. I can recall the influences that promote alcohol, tobacco,

K
and other drug use.
 6. I can use characteristic properties of liquids to distinguish
R
one substance from another.
7. I can evaluate the quality of my own work to refine it. R8. I can identify the
main idea of a passage. K9. I can dribble the basketball with one hand. S10.
I can list down the first 5 Philippine Presidents. K11. I can construct a bar
graph. P

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12. I can develop a personal health-related fitness plan. P13. I can

measure the length of an object. P14. I can introduce myself in
Chinese. SS15. I can compare forms of government. rS

6. Check the DepEd’s K to 12 Curriculum Guide at this link:

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-
educationcurriculum/grade-1-to-10-subjects/, and select a single lessonthat interest you.
Complete a learning target activity belowbasedonthegiven model:

Title of Lesson: Writing the Literature Review of a Thesis Proposal

Instructional
Lesson Content Type of
Sample Learning
Objective/learning Writing the
Targets lesson, the
outcome At the end of the I can…
Learning Targets
Literature Review
students should be
able to
Knowledge explain theprinciplesin

• Research
demonstrate their
writing the literature
Literature and
ability to write a
reviewof athesis
Research Gap
literature review
Reasoning significanceof my
proposal arguethe
section of a thesis
• Performing the
proposal.
thesis through
 Literature search andorganize
Search and

literature review
Reviewing the
Literature

Skills
• Principles and
Guidelines in
related literaturefrom
Writing the
various sources
Literature

Review
Product write an effective
reviewsectionof a
APA Guidelines
in Citations and
thesis proposal
References

Title of Lesson: __________________________________

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Instructional
Lesson Content Type of
Sample Learning
Objective/learning Learning Targets
Targets
objectives
7. Evaluate the extent of your knowledge and understanding about thepurposes of
assessment, learning targets, and appropriate assessment methods.

Indicators Great
Moderate Not at
extent
extent
all
1. I can enumerate the different purposes of assessment.
2. I can explain the role of assessment in the teaching and learning
process.
3. I can explain the purpose of conducting classroom assessment.
4. I can differentiate between goals,
standards, objectives, and learning
targets.
5. I can explain the different levels of
expertise in Bloom’s Taxonomy of
Educational Objectives in the Cognitive domain.
6. I can explain the difference between the Bloom’s Taxonomy and
the Revised
Bloom’s Taxonomy.
7. I can compare and contrast instructional
objectives and learning targets.
8. I can formulate specific learning target
given in a specific lesson.
9. I can match assessment method
appropriate to specific learning targets.
10. I can select or design an assessment task or activity to
measure a specific learning target.

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Enrichment
• Open the DepEd’s K to 12 Curriculum Guide from this link:
 https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-
educationcurriculum/grade-1-to-10-subjects/. and make yourself familiar with the
content standards, performance standards and competency.

• Choose a specific lesson for a subject area, and grade level that youwant to teach in the
future. Prepare an assessment plan using the matrix.

Subject

Grade level

Grade level standard

Performance standards
Specific lesson

Learning targets

Assessment
task/activity
Why use of this
assessment
task activity?
How does this
task/activity help you
improve your
instruction?
How does this
assessment task/activity
help your learners
achieved the intended
learning outcomes?

References
Andrade, H. (2010). Students as the definitive source of formative assessment: Academic
self-assessment and the self-regulation of learning. InH.

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Andrade & G. Cizek (Eds.), Handbook of formative assessment (pp. 90–105).

New York, NY: Routledge.
Clayton, Heather. ―Power Standards: Focusing on the Essential.ǁ
 MakingtheStandards Come Alive! Alexandria, VA: Just ASK Publications, 2016.
Access at www.justaskpublications.com/just-ask-resource-
center/enewsletters/msca/power-standards/
David et al. (2020). Assessment in Learning 1. Manila: Rex Book Store. De Guzman, E.
and Adamos, J. (2015). Assessment of Learning 1. QuezonCity: Adriana Publishng Co.,
Inc.
EL Education (2020). Students Unpack a Learning Target andDiscussAcademic
Vocabulary. [Video]. https://vimeo.com/44052219 Hattie, John. Visible Learning for
Teachers: Maximizing Impact onLearning. New York: Routledge, 2012.
Klenowski, V. (1995). Student self-evaluation processes in student-centredteaching and
learning contexts of Australia and England. Assessment in Education: Principles,
Policy & Practice, 2(2).
Maxwell, Graham S. (2001). Teacher Observation in Student Assessment.
(Discussion Paper). The University of Queensland.
Moss, Connie and Susan Brookhart. Learning Targets: Helping StudentsAimfor
Understanding in Today’s Lesson. Alexandria: ASCD, 2012. Navarro, L., Santos, R. and
Corpuz, B. (2017). Assessment of Learning1(3 rded.). Quezon City: Lorimar Publishing,
Inc.

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Lesson 3: Different Classifications of Assessment

Pre-discussion
 Ask the students about their experiences when they took theNational Achievement
Test (NAT) during their elementary and high school days. Whoadministered it? How did
you answer them? What do you think wasthepurpose of the NAT? What about their
experiences in taking quarterlytestsorquizzes? What other assessments or tests did they
take before?What areyour notable experiences relative to taking tests?

What to Expect?
At the end of the lesson, the students can:
1. Illustrate scenarios in the use of different classifications of assessment; 2. Rationalize
the purpose of different forms of assessment; and 3. Decide on the kind of assessment
to be used.

Lesson Outline

Classifications of Assessment
The different forms of assessment are classified according topurpose, form,
interpretation of learning, function ability, and kind of learning. Classification Type

Purpose Educational
Psychological

Form Paper and pencil

Performance-based

Function Teacher-made Standardized

Kind of learning Achievement

Aptitude

Ability Speed
Power

Interpretation of learning Norm-referenced Criterion-referenced

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Educational and Psychological Assessment

Educational assessment is the process of measuring and documentingwhat students
have learned in their educational environments. In atraditional classroom setting, it
focuses on identifying the knowledge, skills, andattitudesstudents have acquired via
a lesson, a course, a grade level, and soon. It isan ongoing process, ranging from
the activities that teachers do withstudentsin classrooms every day to standardized
testing, college thesesandinstruments that measure the success of corporate training
programs.
Let’s understand educational assessments by looking at itsmanyaspects:
• The forms of educational assessment can take • The need for educational
assessment
• The essentials of a good assessment
• Types of educational assessment
Education assessments can take any form:
• It may involve formal tests or performance-based activities. • It may be
administered online or using paper and pencil or othermaterials.
• It may be objective (requiring a single correct answer) or subjective(there may be
many possible correct answers, such as in an essay). • It may be formative (carried
out over the course of a project) orsummative (administered at the end of a project or
a course). What these types of educational assessments have in commonisthat, all
of them measure the learners’ performance relative to previously definedgoals, which
are usually stated as learning objectives or outcomes. And, because assessment is
so widespread, it is vital that educators, as well asparents and students, understand
what it is and why it is used. Psychological assessment is the use of standardized
measurestoevaluate the abilities, behaviors, and personal qualities of people.
Typically, psychological tests attempt to shed light on an individual’s intelligence,
personality, motivation, interest, psychopathology, or ability. Traditionally, these tests
were formed on clinical or psychiatric populations and wereusedprimarily for
diagnosis and treatment. However, with the increasingpresence

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of forensic psychologists in the courtroom, these tests are being usedtohelpdetermine

legal questions or legal constructs. As a result, there is agrowingdebate over the utility of
these tests in the courtroom.

Paper-pencil and Performance-based Assessments Paper-and-pencil instruments refer

to a general group of assessment tools in which students read questions and respond in
writing. This includestests, such as knowledge and ability tests, and inventories,
suchaspersonality and interest inventories. It can be used to assess job-relatedknowledge
and ability or skill qualifications. The possible rangeof qualifications which can be assessed
using paper-and-pencil tests isquitebroad. For example, such tests can assess anything
fromknowledgeof officeprocedures to knowledge of federal legislation, and fromthe ability
tofollowdirections to the ability to solve numerical problems. Because many takerscanbe
assessed at the same time with a paper-and-pencil test, such testsareanefficient method of
assessment.
All assessment methods must provide information that is relevant
tothequalification(s) being assessed. There are four (4) steps in developingpaper
and-pencil tests, namely: listing topic areas/tasks; specifying theresponseformat,
number of questions, the time limit and difficulty level; writingthequestions and
developing the scoring guide; and reviewing the questionsandscoring guide.

Step 1. Listing topic areas/tasks

For each knowledge/ability qualification that will be assessed by thetest, list the topic
areas/tasks to be covered. Check off any critical topic areas/tasksthat are particularly
important to the job.
For example, the topic areas that will be covered for the qualification(knowledge
of office procedures) might be knowledge of correspondence, knowledge of filing
and knowledge of makingtravel arrangements. Or, for example, the tasks to be
assessed for thequalification (ability to solve numerical problems) might be
theabilitytoadd, subtract, multiply and divide.

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Step 2. Specifying the response format, number of questions,

thetimelimit and difficulty level
Prior to writing the questions for your test, you should decide on suchthingsas the
response format, the number of questions, the time limit andthedifficulty level.
What type of response format should I choose? The three most
common response formats are:
(a) multiple-choice; (b)
short answer; and (c)
essay.
• With a multiple-choice response format, a large number of different topicareas/tasks can
be covered within the same test and the questionsareeasy to score. However, because
all potential answers must be chosenbysome candidates, it is time-consuming to write
good questions.
• With a short-answer response format, as in multiple choice, alargenumber of different
topic areas/tasks can be covered within the sametest and these questions are easy to
score. In addition, less time is requiredtowrite these questions compared to
multiple-choice ones.
• With an essay response format, only a few topic areas/tasks canbecovered due to the
amount of time it takes to answer questions; however, the content can be covered in
greater detail. Essay questions requirelittletime to write but they are very
time-consuming to score.
• Although at first glance a multiple-choice format may seemarelativelyeasy and logical
choice if breadth of coverage is emphasized, don't befooled. It is hard to write good
multiple-choice questions and youshouldonly choose this type of response format if you
are willing to devotealot of time to editing, reviewing, and revising the questions. If
depth of coverageis emphasized, use an essay response format.

Performance-based Assessment
Performance assessment is one alternative to traditional methodsof testing student
achievement. While traditional testing requires studentstoanswer questions correctly,
performance assessment requires studentsto

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demonstrate knowledge and skills, including the process by which theysolveproblems.

Performance assessments measure skills such as theabilitytointegrate knowledge across
disciplines, contribute to the work of a group, anddevelop a plan of action when confronted
with a new situation. Performanceassessments are also appropriate for determining if
students are achievingthehigher standards set by states for all students. This brochure
explains featuresof this assessment alternative, suggests ways to evaluate it,
andoffersexploratory questions you might ask your child's teacher about this subject.

What Are Performance Assessments?

The goal of performance-based learning should be to enhancewhat thestudents
have learned, not just have them recall facts.

The following six (6) types of activities provide good starting pointsforassessments in
performance-based learning.

1. Presentations
One easy way to have students complete a performance-basedactivityis to have
them do a presentation or report of some kind. This activity couldbedone by students,
which takes time, or in collaborative groups. Thebasisforthe presentation may be one of
the following:
• Providing information
• Teaching a skill
• Reporting progress
• Persuading others
Students may choose to add in visual aids or a PowerPoint presentation or Google
Slides to help illustrate elements in their speech. Presentations work well across the
curriculum as long as there is a clear set of expectations for students to work with from the
beginning.
2. Portfolios
Student portfolios can include items that students have createdandcollected over a period.
Art portfolios are for students who want to applytoart programs in college. Another example
is when students create a portfolioof their written work that shows how they have
progressed fromthe beginningto

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the end of class. The writing in a portfolio can be fromany disciplineor acombination of
disciplines.
Some teachers have students select those items they feel representstheir best work
to be included in a portfolio. The benefit of an activity likethisis that it is something that
grows over time and is therefore not just completedand forgotten. A portfolio can provide
students with a lasting selectionof artefacts that they can use later in their academic career.
Reflections may be included in student portfolios in which studentsmaymake a
note of their growth based on the materials in the portfolio. 3. Performances
Dramatic performances are one kind of collaborative activities that canbe used as a
performance-based assessment. Students can create, perform, and/or provide a critical
 response. Examples include dance, recital, dramaticenactment. There may be prose or
poetry interpretation.
This form of performance-based assessment can take time, sotheremust be a clear
pacing guide. Students must be provided time to addressthedemands of the activity;
resources must be readily available andmeet all safety standards. Students should have
opportunities to draft stageworkandpractice.
Developing the criteria and the rubric and sharing these withstudentsbefore
evaluating a dramatic performance is critical.
4. Projects
Projects are commonly used by teachers as performance-basedactivities. They can include
everything from research papers toartisticrepresentations of information learned. Projects
may require students toapplytheir knowledge and skills while completing the assigned task.
Theycanbealigned with the higher levels of creativity, analysis, and synthesis.
Students might be asked to complete reports, diagrams, andmaps. Teachers
can also choose to have students work individually or ingroups. Journals may be part of a
performance-based assessment. They canbeusedto record student reflections. Teachers
may require students tocompletejournal entries. Some teachers may use journals as a way
torecordparticipation.

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5. Exhibits and Fairs

Teachers can expand the idea of performance-based activities bycreating exhibits or
fairs for students to display their work. Examples includethings like history fairs to art
exhibitions. Students work on a product or itemthat will be exhibited publicly.
Exhibitions show in-depth learning and may include feedback fromviewers. In some
cases, students might be required to explain or defendtheir work to those attending
the exhibition. Some fairs like science fairs couldinclude the possibility of prizes and
awards.
6. Debates
A debate in the classroom is one form of performance-based learningthat teaches
students about varied viewpoints and opinions. Skills associatedwith debate include
research, media and argument literacy, reading comprehension, evidence
evaluation, public speaking, and civic skills.
Teacher-made and Standardized Tests
Carefully constructed teacher-made tests and standardisedtestsaresimilar in many
ways. Both are constructed on the basis of carefully plannedtable of specifications,
both have the same type of test items, andbothprovide clear directions to the
students. Still the two differ. They differ inthequality of test items, the reliability of test
measures, the proceduresforadministering and scoring and the interpretation of
scores. Nodoubt, standardised tests are good and better in quality, more reliable and
valid.
But a classroom teacher cannot always depend on standardisedtests. These may
not suit to his local needs, may not be readily available, maybecostly, and may have
different objectives. In order to fulfill the immediaterequirements, the teacher has to
prepare his own tests which areusuallyobjective type in nature.

What is a Teacher-made Test?

Teacher-made tests are normally prepared and administered for testingclass-room
achievement of students, evaluating the method of teachingadopted by the teacher
and other curricular programmes of theschool.

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Teacher-made test is one of the most valuable instruments in the handsof theteacher to
solve his purpose. It is designed to solve the problemorrequirements of the class for
which it is prepared.
It is prepared to measure the outcomes and content of local curriculum. It is very
much flexible so that, it can be adopted to any procedureandmaterial. It does not require
any sophisticated technique for preparation. Taylor has highly recommended for the use of
these teacher-madeobjectivetype tests, which do not require all the four steps of
standardisedtestsnorneed the rigorous processes of standardisation. Only the first
twostepsplanning and preparation are sufficient for their construction.

Features of Teacher-Made Tests

1.The items of the tests are arranged in order of difficulty. 2.These are prepared by
the teachers which can be used for prognosisand diagnosis purposes.
3.The test covers the whole content area and includes a large number of items.
 4.The preparation of the items conforms to the blueprint. 5.Test construction is
not a single man’s business, rather it isacooperative endeavour.
6.A teacher-made test does not cover all the steps of a standardisedtest.
7.Teacher-made tests may also be employed as a tool for formativeevaluation.
8.Preparation and administration of these tests are economical. 9.The test is developed
by the teacher to ascertain the student’sachievement and proficiency in a given subject.
10.Teacher-made tests are least used for research purposes. 11.They do not have
norms whereas providing norms is quite essential forstandardised tests.

Uses of Teacher-Made Tests

1. To help a teacher to know whether the class in normal, average, aboveaverage
or below average.

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2. To help him in formulating new strategies for teaching and learning. 3. A

teacher-made test may be used as a full-fledged achievement test which
covers the entire course of a subject.
4. To measure students’ academic achievement in a given course. 5. To assess how far
specified instructional objectives have been achieved. 6. To know the efficacy of learning
experiences.
7. To diagnose students learning difficulties and to suggest necessaryremedial
measures.
8. To certify, classify or grade the students on the basis of resulting scores. 9. Skilfully
prepared teacher-made tests can serve the purposeof standardised test.
10.Teacher-made tests can help a teacher to render guidanceandcounselling.
11.Good teacher-made tests can be exchanged among neighbouringschools. 12.These
tests can be used as a tool for formative, diagnostic and summativeevaluation.

13.To assess pupils’ growth in different areas.

Standardized Test
A standardized test is a test that is given to students inaveryconsistent manner. It
means that the questions on the test are all thesame, the time given to each student is
also the same, and the way in whichthetest is scored is the same for all students.
Standardized tests are constructedbyexperts along with explicit instructions for
 administration, standardscoringprocedures, and a table of norms for interpretation.
Thus, a standardized test is administered and scored in a consistent or"standard"
manner. These tests are designed in such a way that thequestions, conditions for
administering, scoring procedures, and interpretationsareconsistent.
Any test in which the same test is given in the same manner toall test takers, and
graded in the same manner for everyone, is a standardizedtest. Standardized tests do not
need to be high-stakes tests, time-limitedtests, ormultiple-choice tests. The questions can
be simple or complex. Thesubject

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matter among school-age students is frequently academic skills, but astandardized

test can be given on nearly any topic, including drivingtests, creativity, personality,
professional ethics, or other attributes.
The purpose of standardized tests is to compare the performanceof one individual
with another, an individual against a group, or one groupwithanother group.
Below are lists of common standardized tests. You can explorethedetails of these
test titles from http://www.study.com.
• Standardized K-12 Exams
• ISEE: Independent School Entrance Examination • SSAT: Secondary School
Admission Test
• HSPT: High School Placement Test
• SHSAT: Specialized High School Admissions Test
• COOP: Cooperative Admissions Examination Program• PSAT: Preliminary
Scholastic Aptitude Test
• GED: General Educational Development Test
• HiSET: High School Equivalency Test
• ACT: American College Test
• SAT: Scholastic Aptitude Test
Locally, the Department of Education has the National Achievement Test (NAT) for
Grades 3, 6, 10 and 12 (see Table 1). Moreover, the Center forEducational
Measurement (CEM), a private firm, also has alist of standardized tests for incoming
Grade 7 and Grade 11 students, andseveral others for students entering college
such as the Readiness Test for Collegesand Universities, Nursing Aptitude Test, and
Philippine AptitudeTest forTeachers.
Table 1. NAT Examination Information
Grade/Year Examinee Description
Grade 3 (Elementary) All students in
Serves as an entrance
both public and
assessment for the
private schools.
elementary level.
Grade 6 (Elementary) One of the entrance examinations to proceedin
Junior High School.

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Grade 10 (Junior High School) One of the entrance examinations to proceedin

Senior High School.
Grade 12 (Senior High
Graduating
Taken for purposesof
School Completers, called
students in both
systems evaluation; not a
Basic Education Exit
public and private
prerequisite for graduationor
Assessment (BEEA))
schools. college enrolment.
Note: The test is a system-based assessment designed to gauge learning outcomes across target levelsin identified
periods of basic education. Empirical information on the achievement level of pupils/students serve as a guide for
policy makers, administrators, curriculum planners, principles, and teachers, along with analysis on the
performance of regions, divisions, schools, and other variables overseen by DepEd.

Achievement and Aptitude Test

How do we determine what a person knows about a certain subject?Orhow do we
determine an individual's level of skill in a certain area? Oneof themost common ways to do
this is to use an achievement test.

What is an Achievement Test?

An achievement test is designed to measure a person's level of skill,
accomplishment, or knowledge in a specific area. The achievement teststhat most people
are familiar with are the standard exams taken by everystudent in school. Students are
regularly expected to demonstrate their learningand
proficiency in a variety of subjects. In most cases, certain scores ontheseachievement
tests are needed in order to pass a class or continueontothenext grade level (Cherry,
2020).
 Some examples of achievement tests include:
• A math exam covering the latest chapter in your book • A test in your
Psychology class
• A comprehensive final in your Purposive Communication class • The ACT and SAT
exams
• A skills demonstration in your PE class
Each of these tests is designed to assess how much you knowat aspecific point in
time about a certain topic. Achievement tests are not usedtodetermine what you are
capable of; they are designed to evaluatewhat youknow and your level of skill at the given
moment.
Achievement tests are often used in educational and trainingsettings. In schools,
achievements tests are frequently used to determine thelevel of

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education for which students might be prepared. Students might takesuchatest to

determine if they are ready to enter into a particular gradelevel or if they are ready to
pass of a particular subject or grade level and moveontothe next.
Standardized achievement tests are also used extensivelyineducational settings to
determine if students have met specific learninggoals. Each grade level has certain
educational expectations, and testing is usedtodetermine if schools, teachers, and
students are meeting those standards.

Aptitude Test
Unlike achievement tests, which are concerned with looking aperson'slevel of skill or
knowledge at any given time, aptitude tests are insteadfocusedon determining how
capable of a person might be of performing a certaintask.
An aptitude test is designed to assess what a person is capableof doing or to predict
what a person is able to learn or do giventheright education and instruction. It
represents a person's level of competencytoperform a certain type of task. Such
aptitude tests are often used toassessacademic potential or career suitability and
may be used to assesseithermental or physical talent in a variety of domains.
Some examples of aptitude tests include:
• A test assessing an individual's aptitude to become a fighter pilot • A career test
evaluating a person's capability to work as anair trafficcontroller
• An aptitude test is given to high school students to determine whichtypeof careers
they might be good at
• A computer programming test to determine how a job candidatemight solve
different hypothetical problems
• A test designed to test a person's physical abilities neededfor aparticular job such
as a police officer or firefighter
Students often encounter a variety of aptitude tests throughout school as they think
about what they might like to study in college or dofor asacareer someday. High
school students often take a variety of aptitudetestsdesigned to help them determine
what they should study in collegeor pursue

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as a career. These tests can sometimes give a general idea of what might interest
students as a future career.
For example, a student might take an aptitude test suggestingthat theyare good with
numbers and data. The results might imply that a career asanaccountant, banker, or
stockbroker would be a good choice for that particularstudent. Another student might
find that they have strong language andverbal skills, which might suggest that a
career as an English teacher, writer, orjournalist might be a good choice.
Thus, an aptitude test measures one’s ability to reason and learnnewskills. Aptitude
tests are used worldwide to screen applicants for jobsoreducational programs.
Depending on your industry and role, you may havetotake one or more of the
following kinds of test, each focused on specificskills: • Numerical Reasoning Test
• Verbal Reasoning Test
• Abstract Reasoning Test
• Mechanical Aptitude Test
• Inductive Reasoning Test

Speed Test versus Power Test

Speed tests consist of easy items that need to be completedwithinatime limit. Most
group tests of mental ability and achievement areadministered with time limits. In
some cases, the time limits areof noimportance, as nearly every subject completes
all they can do correctly. Inother tests, the limits are short enough to make rate of
work animportant factor in the score and these are called speed tests.
In the context of educational measurement, a power test usuallyrefersto a
measurement tool composed of several items and applied without arelevant time
limit. The respondents have a very long time, or evenunlimitedtime, to solve each of
the items, so they can usually attempt all of them. Thetotal score is often computed
as the number of items correctly answered, andindividual differences in the scores
are attributed to differences in theabilityunder assessment, not to differences in basic
cognitive abilities suchasprocessing speed or reaction time.

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An example of a speed test is a typing test in which examineesarerequired to type

correctly as many words as possible given a limited amount of time. An example of a
power test was the one developed by theNational Council of Teachers in
Mathematics that determine the ability of theexaminees to utilize data to reason and
become creative, formulate, solve, and reflect critically on the problems provided.

Summary

In this lesson, we did identify and distinguish from each other thedifferent
classifications of assessment. We learned when to use educational andpsychological
assessment, or paper-and-pencil and performance-basedassessment. Also, we were
able to differentiate teacher-madeandstandardized test, achievement and aptitude
test, as well as, speedandpower tests.

Assessment
1. Which classification of assessment is commonly used in the classroomsetting?
Why?
2. To demonstrate understanding, try giving more examples for eachtypeof
assessment.
Type Examples
Educational
Psychological
Paper and pencil
Performance-based
Teacher-made
Standardized
Achievement
Aptitude
Speed
Power
Norm-referenced
Criterion-referenced

3. Match the learning target with the appropriate assessment methods. Check if the
type of assessment is appropriate. Be ready to justify.

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Selected
Learning targets
Essay Performance
Teacher
Self -
response
Task
observation
assessment
Example: Exhibit assessment
proper dribbling of a basket ball 3. Arrange the eating utensils on table
1. Identify parts of a microscope and √√√
its functions

2. Compare the methods of

4. Perform the
dance steps
in ―Pandangg
o
sa Ilaw
5. Define
assessment
6. Compare and
contrast
testing and
grading
 7. List down all the
Presidents of
the Philippines

8. Find the speed

of a car
9. Recite the
mission of
SKSU
10. Prepare a
lesson plan in
Mathematics

4. Give the features and use of the following assessments. Classifications of

Assessment Description Use or purpose1. Speed vs. Power tests
2. Achievement vs. Aptitude
Test
3. Educational vs.
Psychological tests
Ernie C. Cerado, PhD [Assessment in Learning 1] 57
[LEARNING MODULES] PROFED606

4. Selected and constructed

response test
5. Paper-pencil vs.
performance-based test

5. Evaluate the extent of your knowledge and understandingabout assessment of learning

and its principles.
Indicators Great
Moderate Not
extent
extent
at all
1. I can discuss the performance-based
assessment.
2. I can explain the meaning of selected
response test.
3. I can compare power and speed tests.
4. I can compare achievement and aptitude tests.
5. I can discuss the constructed-response test.

6. I can list down the different classifications of

assessment.
7. I can differentiate between teacher-made and standardized test.
8. I can explain portfolio as one of the
 performance-based assessments.
9. I can give examples of aptitude tests.
10. I can decide what response format
(multiple choice, short answer, essay) is
more applicable.

Enrichment
• Check the varied products of Center for Educational Measurement (CEM)as
regards standardized tests. Access it through this link:
https://www.cem-inc.org.ph/products
• Try taking a free Personality Test available online. You can alsotryanIQtest. Share the
results with the class.

References
Aptitude Tests. Retrieved from https://www.aptitude-test.com/aptitudetests.html

Ernie C. Cerado, PhD [Assessment in Learning 1] 58

[LEARNING MODULES] PROFED606

Cherry, Kendra (2020, February 06). How Achievement Tests MeasureWhat People Have
Learned. Retrieved from
https://www.verywellmind.com/what-is-an-achievement-test-2794805
Classroom Assessment. Retrieved from
https://fcit.usf.edu/assessment/selected/responseb.html
David et al. (2020). Assessment in Learning 1. Manila: Rex Book Store. De Guzman, E.
and Adamos, J. (2015). Assessment of Learning 1. QuezonCity: Adriana Publishing Co.,
Inc.
Improving your Test Questions. https://citl.illinois.edu/citl-
101/measurementevaluation/exam-scoring/improving-your-test-
questions?src=ctemigration-
map&url=%2Ftesting%2Fexam%2Ftest_ques.html
Navarro, L., Santos, R. and Corpuz, B. (2017). Assessment of
Learning1(3rded.). Quezon City: Lorimar Publishing, Inc.
University of Lethbridge (2020). Creating Assessments. Retrieved
fromhttps://www.uleth.ca/teachingcentre/exams-and-assignments
Ernie C. Cerado, PhD [Assessment in Learning 1] 59