ASSESSMENT

OF
STUDENT LEARNING 1

Module 2 Lesson 2&3( Midterm)

Prepared by: JADE D. NAMIT

 ABOUT
__________________________________________________________________________________

JADE D. NAMIT
________________________________________________________________

Jade D. Namit is a graduate of Master in Education at Mandaue City

Colleges in the City of Mandaue. A Master of Arts in Education Major in
Educational Management at St. Vincent’s College in Dipolog City.
Before becoming a school head, he served as multigrade classroom
teacher at Immaculada Elementary School in Barangay Immaculada,
Labason where he exactly resides. His service to this school as classroom
teacher reached for three years until his school head was transferred to
another school in the same district; he became the Teacher In-Charge.
After serving five years, he then transferred to Balas Elementary
School in the same district serving three years as Head Teacher. He then
transferred to San Isidro Elementary School in the same district where he is
currently assigned as Head Teacher.
 DEDICATION

The author would like to dedicate these pieces of work to the

students who wish to pursue their education no matter how tough the
situation is amidst this pandemic, Education shall continue.
 ACKNOWLEDGEMENT

I wish to thank the CHED and the management of Southern Peninsula

College for this opportunity to make self-learning modules for subject-
Assessment of Student Learning 1.
I also wish to convey thanks to my colleagues in the Department of
Education for giving me the opportunity to teach beyond my services to the
department.
Finally I thank GOD, the source of life, mercy, love, compassion,
knowledge, wisdom and understanding.

J.D.N.
 PREFACE

This module was made possible to address the gap of Education in

the Tertiary Level in light of COVID-19 pandemic. This learning modality
aimed to provide learning tools in assessing student’s learning outcome.
The shift of educational system from subject content to student
learning outcomes is a serious challenge of our educational system at all
levels hence it is the current international thrust of education.
Assessment for Learning is successful when embedded in teaching
and learning. The tool aim to help by presenting different facets, activities
and tools for future teachers to use in order to achieve student’s learning
outcome.
I hope you find it useful!
 FORMATIVE & SUMMATIVE ASSESSMENT
LESSON2
IN-DEPTHS

I. Overview
Black and William (1998a) characterize formative assessment as “all
those activities undertaken by teachers and/or by their students (that)
provide information to be used as feedback to modify the teaching and
learning activities which they are engaged” (p.7). The goal of any
modifications to instruction is enhanced student learning.
It is often claimed that the practice of formative assessment is rooted
in Bloom’s concept of “mastery learning,” an instructional approach that
espouses the use of assessments to gauge students’ progress toward
mastering a learning goal (Bloom, Hastings, & Madaus, 1971). Bloom
suggested that, rather than waiting to assess students at the end of a unit
(common practice at the time), teachers use assessments as “an integral
part of the instructional process to identify individual learning difficulties
and prescribe remediation procedures”(Guskey, 2010, p.108). According to
Guskey, Bloom borrowed the term “formative” from Scriven (1967), who
used it to describe program evaluation activities conducted during the
course of a program to give feedback on the program’s progress so that it
could be improved if need be.
Summative Assessment is an assessment administered at the end of an
instructional unit in a course. These assessments are intended to evaluate
student learning by comparing performance to a standard or benchmark.
They are often high-stakes, meaning they have a high point value.
Examples of summative assessments include midterm exams, a final exam
or a final project.
Summative Assessments are given to students at the end of an
instructional period. They are evaluative rather than diagnostic and are
used to measure whether a course’s learning objectives were met. Unlike
formative assessments, summative assessments are formal and involve
clear instructions, expectations and grading rubrics to measure student
comprehension.

II. LEARNING COMPETENCIES/LEARNING OUTCOMES/OBJECTIVES

 1.Apply high level of content and pedagogical knowledge in the early
childhood learning environment.
2. Practice lifelong learning skills.
3. Describe the benefits of formative and informal assessments and
how can these be used effectively in early childhood education
classrooms.
4. Analyze the traditional forms of assessments and determine how
these can be improved.

III. INSTRUCTIONAL ACTIVITES

In this lesson, we take a deeper look at formative and

summative assessments and determine how they can be used
effectively in the classroom.
Check out the article below. This will provide a brief summary
of the types of assessments used today. Summarize the items using
a Graphic Organizer.
Click here:
https://www.learnalberta.ca/content/mewa/html/assessment/
types.html

Read this!

A. Formative Assessment
 Checks learning to determine what to do next and then provides
suggestions of what to do—teaching and learning are
indistinguishable from assessment.
 Is designed to assist educators and students in improving learning
 Is used continually by providing descriptive feedback
 Usually uses detailed, specific and descriptive feedback—in a formal
report.
 Is not reported part of an achievement grade.
 Is the practice of building cumulative record of student achievement
 Usually takes place during day-to-day learning experiences and
involves ongoing, informal observations throughout the term, course,
semester or unit of study
  Is used to monitor student’s ongoing progress and to provide
immediate and meaningful feedback
 Assists teachers in modifying or extending their programmes or
adapting their learning and teaching methods.
 Is very applicable and helpful during early group work processes.
 Usually focuses on improvement, compared with the student’s
“previous best” (self-referenced, making learning more personal)
 Involves student
Why do we do formative assessment in the classroom? How can we speed it up so
we can adjust teaching on the spot to meet students’ needs? This video shows
how to use tools like Socrative, Google Forms, and TestMoz to reduce turnaround
time and make formative assessment more useful.

B. Summative Assessment
 Checks what has been learned to date.
 Is designed for the information of those not directly involved in daily
learning and teaching (school administration, parents, school board) in
addition to educators and students.
 Usually compiles data into a single number, score or mark as part of a
formal report.
 Is reported as part of an achievement grade.
 Usually compares the student’s learning either with other student’s learning
(norm-referenced, making learning highly competitive) or the standard for a
grade level (criterion-referenced, making learning more collaborative and
individually focused).
 Does not always involve the student.

Watch this Youtube Video:

Please click link to learn more about formative assessments and how they can
be used effectively in your classroom.
Watch and gain more insights on how best to use formative assessments
together with technology tools.
Click here: https://www.youtube.com/watch?v=a9fLcU0hiPY
Faster Formative Assessment with Quick Response Tools(Next Level)
1.) What quick response tool would you want to try using for your classroom?

Formal Assessments
  are the systematic, data-based tests that measure what and how well the
students have learned. Formal assessments determine the student’s
proficiency or mastery of the content, and can be used for comparisons
against certain standards.
Examples:
 standardized tests
 criterion referenced tests
 norm-referenced test
 achievement tests
 aptitude tests
Informal Assessments
 are those spontaneous forms of assessment that can easily be incorporated
in the day-to-day classroom activities and that measure the student’s
performance and progress. Informal assessments are content and
performance driven.
Examples:
 checklist
 observation notes
 portfolio
 rating scale
 time sampling
 event sampling
 anecdotal record
Informal Assessment cannot completely replace the Formal Assessment. We
need both, as one complements the other, in depicting accurate pictures of our
students. We can use either type (depending on the intended purpose0 to improve
teaching and learning. The type of assessment we should use should match the
intended purpose of the assessment. For example, if we want to assess the
students’ academic achievement and compare it with other students then we can
use the formal assessment to monitor students’ progress and help them maximize
their own learning, or use assessment to improve instruction, then we can use the
informal assessment.
Activity 1
Example of Formal Assessments: Portfolio Content

There are five types of formal assessments in education. Search the internet or references
and photocopy a sample each for your portfolio. These are as follows:

 Standardized tests
 Criterion referenced tests
 Norm referenced test
 Achievement tests
 Aptitude tests

These sample assessments will form a part of your Student Portfolio in Assessment.

Activity 2.
Examples of Informal Assessments: Portfolio Content

There are seven types of informal assessments in early childhood classrooms. Search the
internet or borrow from the library textbook references and photocopy a sample of each
informal assessment for your portfolio. Describe each type of informal assessment. These
are as follows:

 Checklist
 Observation
 Portfolio
 Rating scale
 Time sampling
 Event sampling
 Anecdotal records

These sample assessments will form a part of your Student Portfolio in Assessment.

Notes on Graphic Organizers:

In all of the modules in this course, you will find graphic organizers as
part of the assessment of learning. Graphic organizers are helpful learning tool for
students of all ages to organize, clarify, or simply complex information—they help
students construct understanding through an exploration of the relationships
between concepts.
Teacher-generated organizers are useful scaffold to support student
learning. They provide students with a means to categorize cumbersome amounts
of information, introduce a more refined lens to analyze a complex text, and
enable students organize patterns and compare perspectives. However, graphic
organizers can have the unintended consequence of limiting student’s thinking to
just filling in the boxes, and may allow students to avoid the messy but important
work of surfacing key insights or conceptual understanding.
Careful design, creation, and use of graphic organizers can provide
important intellectual guardrails to guide students toward deeper understanding
and learning.

Internet Search:
Search for at least 5 graphic organizers (GO) that you can use in your teaching.
Include this in your Portfolio

Name________________________ Date ___________

Exit Ticket:
 How well did you

3
2
1

Activity 3

Fill out the K-W-L Chart below. This will serve as your review and summary for this
lesson.
Topic:

What I Want to What I Learned

K What I Know W learn
L

Reflection Journal:
In a separate sheet of paper, write your reflection on this topic following his guide
questions:
1. What I now know about assessments?
2. What I still want to know about assessments?
3. What I have learnt that will be useful for me as a teacher?

TYPES OF ASSESSMENT IN EARLY CHILDHOOD

LESSON3
CLASSROOMS
I. Overview
I thought Kindergarten in Balas Elementary School before the
newly hired teacher in Kinder came to school and I have realized that the
assessment in young children is no different from assessment in older children.
Most of my colleagues in the field view assessment in young
children as much more than a test. It is the process of systematically identifying,
recording, and analyzing the evidence of how children are learning.
Most of the work conducted by ECE professionals focus on
documentation of children’s learning to inform educational programs. We believe
that documents such as children’s work samples, transcripts of their conversation,
and teacher’s observations make up the real evidence of early learning.
Assessment percentiles can be much less helpful than a focused look at children’s
work from the everyday life of the classroom.
These assumptions are beliefs that are hard to put across in many
early childhood classrooms. Many day care and preschool professionals shy away
from the need to observe and document the activities and conversations of young
children during the many activities of the day. I cannot blame these professionals
as they have their hands full during the day.
Documentation is indeed a necessary ingredient when assessing
the learning development of young children in school. Documentation involves an
ongoing process of trying to understand and respect how children are constructing
meaning of the world around them—their teacher, friends, caregivers and other
people in their school environment. It requires teachers to take on an attitude of
inquiry and to ask,
 “ How is this child trying to make sense of the world?”
 “What prior knowledge do these children bring to the discussion?”
From these types of questions, teachers can expand children’s experiences,
guide their questions, and help them understand more of the world around them.
I have great respect for early childhood educators. They play a
critical role in shaping a child’s experiences during some of the most important
learning periods of an individual’s life. They are the role models of young children.
They love their children and their families. They look forward to the planned
activities of the day. They are intimately involved in the developmental stages and
experiences of young children under their care.
We should learn more about assessment in early childhood. Your
major role should be to assess learning development in such a way that children’s
assessment should be guided by principles of sound assessment practice.
So the essential question in this lesson is: What assessments are relevant for
young children?
II. LEARNING COMPETENCIES/LEARNING OUTCOMES/OBJECTIVES

1.Apply high level of content and pedagogical knowledge in the early

childhood learning environment.
2. Practice lifelong learning skills.
3. Describe and analyze the general principles of high quality
assessments in early childhood classrooms.
4. Describe developmentally appropriate assessment tools for young
children.

III. Content

Hello there Class! Good day to you all.

Check out the article below. This will provide a brief summary of
assessments used today in early childhood classrooms. Summarize
the content using a graphic organizer every time you complete a
section. This will help you remember main ideas of the content.

Click here: http://resourcesforearlylearning.org/fm/early-childhood-

assessment/

Read this!

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?
ArticleD=210
http://resourcesforearlylearning.org/fm/early-childhood-assessment/

Early Childhood Assessment

Early childhood assessment is a tool used to gather and provide
educators, parents, and families with critical information about a child’s
development and growth. In Massachussetts, licensed early childhood
programs are now required to include a child assessment component in
their programs. Here we have included information and resources to inform
educators on early childhood assessment programs.

1. What is childhood assessment?

Childhood assessment is a process of gathering information
about a child, reviewing the information, and then using the information to
plan educational activities that are at level the child can understand and is
able to learn from.
Assessment is critical part of a high-quality, early childhood
program. When educators do assessment, they observe a child to get
information about what he knows and what he can do.
Observing and documenting a child’s work and performance over
the course of a year allows an educator to accumulate a record of the
child’s growth and development. With this information, educators can begin
to plan appropriate curriculum and effective individualized instruction for
each child.
This assessment record is also a great tool to share with parents
so they can follow their child’s progress at school, understand their child’s
strengths and challenges, and plan how they can help extend the learning
into their homes.
2. Why is assessment important?
Assessment provides educators, parents and families with critical
information about a child’s development and growth. Assessment can:
 Provide a record of growth in all development areas; cognitive,
physical/motor, language, social-emotional, and approaches to
learning.
 Identify children who may need additional support and determine
if there is a need for intervention or support services.
 Help educators plan individualized instruction for a child or for a
group of children that are at the same stage of development.
 Identify the strengths and weaknesses within a program and
information on how well the program meets the goals and
needs of the children.
 Provide a common ground between educators and parents of
families to use in collaborating on a strategy to support theid
child.
Activity 1. The What and Why of Childhood Assessment
 Summarize your understanding about “what is childhood
assessment and why is this important? Use the 3-2-1 summary of graphic
organizer you learned from your previous lesson.

3. What are different child assessment methods?

Methods of child assessment can be informal (conducting natural
observations, collecting data and children’s work for portfolios, using
educator and teachers ratings) and formal (using assessment tools such as
questionnaires and standardized testing). Both methods are effective and
can help inform educators and parents about a child’s progress.
 Observations can be made with minimal or no intrusion into
children’s activities. Educators can observe all facets of development,
including intellectual, linguistic social-emotional, and physical
development, on a regular basis.
 Portfolios are record of data that is collected through the work
children have produced over a period of time. The collection clearly
shows the progress of a child’s development. Portfolios can be an
important tool in helping facilitate a partnership between teachers
and parents.
 Educator Ratings are useful in assessing children’s cognitive and
language abilities as well as their social-emotional development.
These ratings can be linked to other methods of assessment, such as
standardized testing or other assessment tools.
 Parent Ratings integrate parents into the assessment process.
Parents who are encouraged to observe and listen to their child can
help detect and target important milestones and behaviors in their
child’s development.
 Standardized tests are tests created to fit a set of testing
standards. These tests are administered and scored in a standard
manner and are often used to assess the performance of children in a
program.
 Activity 1.

Direction: Select one child assessment method and construct a DARQ

graphic organizer for the method. Use a separate sheet.

DARQ Summary (Four Box Format)

DESCRIPTION

ANALYSIS

REFLECTIONS

QUESTIONS

Description: Describe the child assessment method you have chosen

Analysis: Why do you think this method is important in the classroom?
Provide one good reason for this choice
Reflection: What is the most important thing you have learnt about the
child assessment method you have chosen?
Questions: What questions do you still have about the child assessment
method?

4. What are the different types of child assessment systems?

Activity 2. Net research
What are these?
1. Program-developed child assessment tools
 2. Published child assessment tools
3. HighScope COR visit: http://www.onlinecor.net
4. Teaching Strategies GOLD
visit: http://www.teachingstrategies.com
5. The Work Sampling System
https://www.worksamplingonline.com

5. How do you implement assessment into your program?

Activity 3. Your thoughts on these: Write you answer in a

separate sheet of paper.

1. Assessment aligns with instructional goals and approaches

2. Assessor knows the child
3. Assessment is authentic
4. Observations are ongoing and diverse
5. Assessment is a cycle

Activity 4. Net search on The Assessment Cycle

Draw the cycle.

Consider these:(you may also use this cycle)

1. Instruct
2. Observe
3. Document. Reflect
4. Analyze. Evaluate
5. Summarize, Plan, and Communicate

Check the site of The Department of Early Education and Care (EEC)
Visit:
http://www.mass.gov/edu/government/departments-and-boards/departmen
t-of-early-education-and-care and click on Birth-Grade 12

Activity 5. Reflection Journal

Write your summary of this lesson. You may visit

https://www.scholastic.com/teachers/articles/teaching-content/jacqueline-
jones-speaks-early-childhood-assessment/

Enrichment Activity
Research on the Principles of Sound Assessment Practices. Use
separate sheet of papers for this.