ASSESSMENT OF LEARNING 1:

BASIC CONCEPTS
IAN VICTOR NEBRES
Assistant Professor 3
I. Expected Learning Outcomes
 Explain the concept of assessment, its meaning,
importance, nature and purpose, role and types.

 Demonstrate the relation of measurement to

evaluation.
Discussions
The word assessment in general term is an
appraisal or estimate for the value of quantity
or quality of a thing, idea or belief.

Basically, in education, it is the process of

gathering information about student’s
learning for analysis and interpretation for the
purpose of making decision.
Discussions
It is confined with the techniques and
procedures for determining the academic
achievements of the students based on
cognitive, affective and psychomotor skills
to contribute for the continued improvement
of teaching and learning situation and to
measure the learner’s progress in school.
Discussions
Under the General Guidelines for
Assessment and Rating of Learning
Outcomes (Dep Ed Order No. 73),
assessment shall be used as quality
assurance tool to measure student’s
progress in the attainment of standard,
promote self-reflection and personal
accountability for one’s learning, and
provides a basis for the profiling of students
performance.
Assessment of student learning may
involve:
1. Administering different kinds of test
2. Observation of behavior performance
3. Interview
4. Examination of work samples, and
portfolio assessment
Importance of Assessment
Assessment decision could substantially:
1.Motivates learners
2.Improve student performance;
3.Guide the teacher in enhancing the
teaching-learning process, and;
4.Assist policy makers in improving the
educational system.
Nature and Purpose of Assessment
in the Classroom
To meet the standard in terms of content,
performance and expected learning
outcomes
Quality assurance in student learning
Overall goal of Assessment
The overall goal of assessment is to improve
students’ learning and provide students,
parents and teachers with the reliable
information regarding students’ progress in
the attainment of expected learning
outcomes.
Measurement in Relation to
Evaluation
Measurement – an instrument or device
used to measure individual achievement,
personality, attitude and among others
anything that can be expressed quantitatively
(Collecting exact quantitative information
relative to some established standards).
Measurement in Relation to
Evaluation
Evaluation – refers to the consideration of
evidence in the light of value standard and in
terms of particular situations and goals which
the group or individuals are striving to attain.
This is the entire process of making
measurement and rendering judgment. It
involves reasoning not only measurement of
skills.
Any type of measurement or
assessment procedure is
summarized by the formula
True Score = True value + Random Factor.
Measurement of quantity or quality of interest
= True value + Random Factor
Quantity of score or mark = true value +
random factor
True value – means measurement of grades
Random Factor – interest for the subject
(attendance, etc.)
Measurement in Relation to
Evaluation
In order to understand the difference between
measurement and evaluation, let us study this
hypothetical scenario as presented below:
John is a grade 7 student. The teacher after
computing his test results in the entire period in
English find the average to be 74.4 shortage of
0.6. The teacher observed that John is very slow
in doing literary works assigned to him in English
but he finds John to be doing his home work
regularly, never miss a class, and show his
interest in the subject.
Measurement in Relation to
Evaluation
Question:
Should the teacher flunk or passed John in
his English subject?
Answer:
On the basis of measurement made about
John’s performance in English, logically the
teacher should fail him. But considering his
interest in the subject, attendance, doing his
homework regularly the teacher should pass
John in the subject - It is a form of evaluation.
Measurement in Relation to
Evaluation
Evaluation therefore involves the kind of
reasoning considering other factors in the
process. Measurement of quantity or quality
of learning is equal to true value plus
random factor of the learner.
Educational Measurement
Measurement of quantities or qualities of
interest in the field of education.
Classification of Educational
Measurement
1. Classroom Measurement
The measurement and measurement procedures that a
teacher provides in order to assess the progress of the
students in the class.
Common measuring instruments:
1. Teacher-made test
2. Achievement test
Educational Measurement
2. System Measurement
The measurement being done by policy makers in
the institutional, local and national levels. It is a
massive system measurement procedure to
determine quality and standard.
Sample measuring instruments
1.) NBC 461 evaluation
2.) LET
3.) Accreditation
Types of Measurement
1. Objective measurement
Measurement done by testing or test to find out
the presence or absence of certain
characteristics or quantities. It is more stable
than subjective measurement because even
you repeat the procedure the same quantity or
quality of interest will produce more or less the
same outcome.
 Test score in English

 Grade of project submitted

Types of Measurement
2. Subjective Measurement
Subjective procedure of measuring quantity
or quality of interest by using perceptions
(scale: 1, 2, 3, 4, 5 etc. ).
When objective measurement may not work
so subjective procedure is done and
sometimes both.
 Class participation
 Attitude score based on observation
 Classroom behavior
Terms that are Important in
Educational Measurement
1. Variable – the measurable characteristics of a
student. This can be directly measured as Age, height,
weight, computational skills, and reading skills
2. Indicator – denotes the presence or absence of
measured characteristics but direct measurement is
not possible.
Example: 1 if the characteristic is present
0 if the characteristic is absent
3. Factors – constitutes the group of variables to be
studied.
Example: language ability factors
Role of Assessment
1. Placement – determine the student’s
ability where he/she must belong.
National scholastic aptitude test
 Entrance examination
2. Formative – assessment or evaluation that
guides the teacher in his teaching
activity or situation of what to do.
 Daily quizzes
Role of Assessment
3. Diagnostic - assessment or evaluation
that determines the strength and
weakness of the student’s in learning.
 Pretest and post test
 I. Q. Test
4. Summative – determine if the expected
learning outcomes for a course are
attained or not.
 Periodical test
Thank You!