PROF ED 8 REVIEWER

CHAPTER 1

CONCEPTS AND RELEVANCE Of ASSESMENT

ASSESSMENT- vital element in the curriculum

development process. Implemented at different phases, Pre assessment, Formative assessment, Summative assessment

comes from the Latin word assidère which means "to sit beside a judge".

Assessment is a process that can be placed in two broad categories: measures of maximum performance and measures
of typical performance (Miller, Linn & Gronlund, 2009)

Commission on Higher Education (CHED)

-CHED defines OBE as an “approach that focuses and

organized the educational system around

Outcome-Based Education(OBE)

-Begins with a clear-cut statement of the

learning outcomes -what the students should
know,understand and be able to do

Intended learning outcomes (ILOS) are the foundation for

designing teaching and learning activities.(TLA) and
assessment tasks (ATs).

MEASUREMENT

- quantitative description of an object’s

characteristics or attribute.

TESTING

-a formal,systematic procedure for gathering

information (Russell & Airasian, 2012). a tool comprised of a set of questions

TEST

-integral part of education. t is not the end-all and be-all of education.

TYPES OF TEST ( According to Mode of Response)

Objective test- cannot be used to gather opinions or determine students'

position on a social issue. Can be corrected and quantified quite easily. Scores can be readily compared. ( According to
Ease of Quantification Response)

Oral test- cannot be used to ascertain the writing skills of students.

Personality test- cannot appropriately

diagnose learning disabilities.

Oral test (viva voice)- answers are spoken. Hence, it can be used to measure oral communication skills.

Written test- activities wherein students either select or provide a response to a prompt. has its strong points. It can be
administered to a large group at one time

Performance tests are activities that require students to demonstrate their skills or ability to perform specific actions.
performance assessments, they include problem-based learning, inquiry tasks, demonstration tasks, exhibits,
presentation tasks and capstone performances.

According to Ease of Quantification Response

Subjective test- elicits varied responses. include restricted and extended-response essays.

According to Mode of Administration

INDIVIDUAL TEST

-given to one person at a time. Individual cognitive and achievement tests

Testing objectives can aid in identifying learners who are struggling in:

• reading (dyslexia),

• math (dyscalculia),

• writing (dysgraphia),

• motor skills (dyspraxia)

• language (dysphasia), or

• visual or auditory processing.

GROUP TEST

-administered to a class of students or group of examinees simultaneously.

According to Test Constructor

4 Key Properties (Miller, Linn, and Gronlund (2009)

1. learning outcomes and content

measured;

2. quality of test items;

3. reliability, and

4. administration and scoring

interpretation.

Sandardized TEST

-large group of students.prepared by specialists who are versed in the principles of assessment.

Non-Standardized TEST

-prepared by teachers. administered to one or a few classes

According to Mode of Interpreting Results

Tests that yield norm-referenced interpretations

-evaluative instruments that measure a student's performance

Tests that allow criterion-referenced interpretations

-describe each student's performance

ACCORDING TO NATURE OF ANSWER

Popular types of tests

Personality Tests

-Developed in the 1920s, Measure personality and behavioral styles without right or wrong answers.

Achievement Tests

-Measure students' learning outcomes from instruction

Aptitude Tests These assess a student's potential to learn new tasks and predict future success

Intelligence Tests

-Developed in 1905 by Binet and Simon, measure innate mental ability and have evolved to assess various aspects of
intelligence like analytic, practical, and creative skills.

Sociometric Tests

-Introduced in the 1930s, these tests measure interpersonal relationships within a social group, often used to understand
social acceptance among peers.

Trade/Vocational Tests

-Assess knowledge, skills, and competence in specific occupations, often leading to certification.

Functions Of Testing

4 Interrelated Categories

Instructional Functions

-ways in which tests are used to support and enhance the learning process.

Clarifying learning objectives

Providing feedback

Motivating learning

Facilitating learning

Overlearning

Administrative Functions

-ways that tests are used to manage and organize educational systems.

Quality control

Classification and placement

Selection decisions

Accreditation and certification

Research and Evaluation

-systematic investigation and assessment of educational programs, practices, and policies.

Evaluate program effectiveness

Collect data

Guidance Functions
ways in which schools and counselors help students to understand themselves, their abilities, and their goals.

Diagnosing aptitudes and abilities

Career counseling

Personal development

Maximum Performance

-achieved when learners are motivated to perform well.

Example: Aptitude, Spelling, Arithmetic, Periodical Test, NAT test.

Typical Performance

-shows what students will do or choose to do.

Example: Scoring, Anecdotal Record, Portfolio. Checklist

Purposes of Assesment

3 Purposes of Assesment

Assesment for Learning (AFL)-for formative assessment

-involves diagnostic and formative assessments aimed at understanding students’ learning needs and progress

Examples: Pre test, Quizzes, Concepts Map

Assesment as Learning (AaL)-as self assessment

-focuses on students’ active involvement in their own learning process.

Examples: Learning Log. Self -assessment sheets, checklist

Assesment of learning ( AOF)-of final or summative assessment.

-is a summative assessment conducted at the end of a unit, task, process, or period.

Examples:Final Presentations,Standardized Test,Quarterly Examination

Evaluation

process of judging the quality of a performance or course of action, as defined by Russell and Airasian (2012).

Etymology: Derived from the French word “evaluer” - to find the value of something,

Relevance of Assessment

Student- varied learner-centered andconstructive assessment tasks,

Teachers- Assessment informs instructional practice.It gives teachers information about a student's knowledge and
performance base.

Parents- Education is a shared partnership.Following this, parents should be involved in the assessment process.

Administrators and Program Staff- Administrators and school plannersuse assessment to identify strengths and
weaknesses of the program.

Policymakers- Assessment provides information about students' achievements which in turn reflect the quality of
education being provided by the school.

-Assessment is needed for continued improvement and accountability in all aspects of the education system.

CHAPTER 2: ROLES OF ASSESMENT

Assesment implementation Cycle

Define/Refine- Goals and objectives of the activity or process to be improved with input from all stakeholders.

Design-materials needed to implement the activity and develop the tools to measure their effectiveness.

Implement-The activity or process and use assessment tools to collect data.

Analyze- Evaluate the collected data.

Identify-gaps between desired and actual result and determine what changes are needed.

Document-results and use them and outline and needed changes.

ROLES OF ASSESSMENT-Functional roles of assessment in classroom instruction (Miller, Linn @ Gronlund 2009)
Enumerated as instructional decision supported by tests (Analogously, Nitko1994)

Placement Assessment

-used to determine a learners entry performance. used to ‘’place’’

students into a course, course level or academic program.’’

Formative Assessment

-variety of methods that teachers use to evaluate student comprehension, learning needs, and academic progress during
a lesson, unit, or course.

1.Monitoring Student Progress:

2.Providing Feedback:

3.Adjusting Teaching Strategies:

4.Encouraging Student Engagement:

5.Supporting Differentiation

Possitive Effects of Formative Assessment -can raise the standards of achievement.

Reactives or consolidates prerequisite skills

Focuses attention

Encourages active learning strategies.

Give students opportunities

Provides knowledge

Help students monitor their own progress

Guides the choice

Helps students to feel a sense of accomplishments

Attributes of an Effective Formative Assessment

Learning progression

Learning Goals and Criteria for Success-

Descriptive Feedback

Self and Peer Assessment

Collaboration

Diagnostic Assessment

given before students begin a lesson,

Diagnostic Role- -assessments of students strengths, weaknesses, knowledge and skills before their instruction.

Summative Assesment

-done at the end of instruction to determine the extent to which the students have attained the learning outcomes.

Interim Assessment

-the same purpose as formative assessments, but these are given periodically throughout the school year. fall between
formative and summative assessments.

Taxonomy of Approaches Assessment

Terenzinis Assessment

-Taxonomy (1989) consolidates the what ,who and why assessment.

Level of Assessment ( Who )

Individual

Competency Based-Instruction

Placement

Group

Program Enhancement.

Purpose of Assessment ( Why )

Learning or Teaching

Accountability

Objective of Assessment ( What)

Knowledge, Skills, Attitudes and Values, Behaviours.

CHAPTER 3