BASIC CONCEPTS AND

PRINCIPLES IN ASSESSING
LEARNING
LESSON 1
 Describe assessment in
learning Demonstrate understanding of the
and related concepts different principles in assessing
learning through the preparation of
an assessment plan

DESIRED SIGNIFICANT LEARNING OUTCOMES

COMPETITIVE LANDSCAPE

At the end of the lesson

, you should be able to
prepare an assessment
plan to show
understanding of the
concepts and principles
in assessing learning.
WHAT IS ASSESSMENT
IN LEARNING?
ASSESSMENT

Rooted in the Latin word Assidere

which means “to sit beside
another.”
ASSESSMENT IN LEARNING IS
VITAL TO THE EDUCATIONAL
PROCESS. WHY?
ASSESSMENT DEFINED

-process of gathering quantitative

and/or qualitative data for the
purpose of making decisions.
ASSESSMENT IN LEARNING
DEFINED

-the systematic and purpose-oriented

collection, analysis, and
interpretation of evidence of students
learning in order to make informed
decisions relevant to the learners.
AIM OF ASSESSMENT

-to use evidence on student

learning to further promote and
manage learning.
CHARACTERISTICS

-it is a process.
-it is based on specific objectives
- It is from multiple sources
HOW IS ASSESSMENT IN LEARNING
SIMILAR OR DIFFERENT FROM THE
CONCEPT OF MEASUREMENT OR
EVALUATION OF LEARNING?
ELABORATE

Measurement can be defined as the process

of quantifying the attributes of an object
Evaluation refer to the process of making
value judgements on the information collected
from measurement based on specified criteria
IN THE CONTEXT OF ASSESSMENT IN LEARNING….

Measurement refers to the actual collection of

information on student learning through the
use of various strategies and tools, while
evaluation refers to the actual process of
making a decision or judgment on student
learning based on the information collected
from measurement.
THEREFORE

Assessment can be
considered as an umbrella
term consisting of
measurement and evaluation.
ASSESSMENT AND TESTING

TESTING refers to the use of a test or battery

of tests to collect information on student
learning over a specific period of time.
A TEST is a form of assessment , but not all
assessments use test or testing.
A TEST CAN BE CATEGORIZED AS EITHER….

A SELECTED RESPONSE
A CONSTRUCTED RESPONSE
TEST FORMAT

OBJECTIVE FORMAT- e.g. multiple

choice, enumeration
SUBJECTIVE FORMAT- e.g. essay
OBJECTIVE VS SUBJECTIVE

OBJECTIVE FORMAT- provides for a more

bias-free scoring
SUBJECTIVE FORMAT- allows for a less
objective means of scoring, especially if
no rubric is used
TOS –TABLE OF SPECIFICATIONS

-a table that maps out the essential

aspects of a test (objectives, contents,
topics covered by the test, item
distribution)
It is used in the design and development
of a test.
TEST RESULTS INTERPRETATION

Descriptive statistics are

typically used to describe
and interpret the results of
the test.
PSYCHOMETRIC PROPERTIES

 A TEST IS SAID TO BE GOOD AND EFFECTIVE if it has

acceptable psychometric properties
1. Valid
2. Reliable
3. Has acceptable level of difficulty
4. Can discriminate between learners with higher and
lower ability.
ASSESSMENT AND GRADING
Grading is the process of
assigning value to the
performance or achievement of a
learner based on specified
criteria or standards.
OTHER BASES FOR GRADING LEARNERS

Recitation
Seatwork
Homework
project
GRADING

The final grade of a learner in a subject or

course is the summation of information
from multiple sources
It is a form of evaluation which provides
information on whether a learner passed
or failed a subject or a particular task.
QUIZ
1. THE SYSTEMATIC AND PURPOSE-ORIENTED COLLECTION,
ANALYSIS, AND INTERPRETATION OF EVIDENCE OF STUDENTS
LEARNING IN ORDER TO MAKE INFORMED DECISIONS RELEVANT
TO THE LEARNERS.

A. Assessment in Learning
B. Assessment
C. Test
D. Measurement
2. PROCESS OF GATHERING QUANTITATIVE AND/OR
QUALITATIVE DATA FOR THE PURPOSE OF MAKING DECISIONS.

A. Assessment in Learning
B. Assessment
C. Test
D. Measurement
3. THE PROCESS OF QUANTIFYING THE ATTRIBUTES OF AN
OBJECT.

A. Assessment in Learning
B. Assessment
C. Test
D. Measurement
4. WHICH IS NOT A CHARACTERISTIC OF ASSESSMENT

A. it is a process.
B. it is based on specific objectives
C. It is from one specific source
D. It is from multiple sources
5. THE AIM OF ASSESSMENT IS TO USE EVIDENCE ON
TEACHERS EFFECTIVENESS AND MANAGE TEACHING
PROCESS.

a.TRUE
b.FALSE
6. ASSESSMENT CAN BE CONSIDERED AS AN UMBRELLA
TERM CONSISTING OF MEASUREMENT AND EVALUATION.

a.TRUE
b.FALSE
7. THEME WRITING IS AN EXAMPLE OF

a.Selected Response
b. Constructed Response
8. INFERENTIAL STATISTICS ARE TYPICALLY USED TO
DESCRIBE AND INTERPRET THE RESULTS OF THE TEST

a.True
b. False
9. A TABLE THAT MAPS OUT THE ESSENTIAL ASPECTS OF A TEST (OBJECTIVES,
CONTENTS, TOPICS COVERED BY THE TEST, ITEM DISTRIBUTION)

a. Rubrics
b. Chart
c. Table of Specifications
10. MULTIPLE CHOICE, ENUMERATION ARE EXAMPLES OF
WHAT TYPE OF TEST

a. OBJECTIVE
b. SUBJECTIVE
THE DIFFERENT MEASUREMENT FRAMEWORKS USED IN
ASSESSMENT (PSYCHOMETRIC THEORIES)

1. CLASSICAL TEST THEORY (CTT)

2. ITEM RESPONSE THEORY (IRT)

CLASSICAL TEST THEORY
- Also known as the TRUE SCORE THEORY
- Explains that variations in the performance of examinees on
a given measure is due to variations in their abilities.
- Assumes that an examinee’s observed score in a given
measure is the sum of the examinee’s true score and some
degree of error in the measurement caused by some internal
and external conditions
- It also assumes that all measures are imperfect, and the
scores obtained from a measure could differ from the true
score of an examinee.
CLASSICAL TEST THEORY
- The CTT provides an estimation of the
item difficulty based on the frequency
or number of examinees who correctly
answer a particular item; items with
fewer number of examinees with
correct answers are considered more
difficult.
CLASSICAL TEST THEORY
- Provides an estimation of item discrimination based
on the number of examinees with higher or lower
ability to answer a particular item. If an item is
able to distinguish between examinees with higher
ability (higher total test score) and lower ability
( lower test score), then an item is considered to
have good discrimination. Test reliability can also
be estimated using approaches from CTT (ex.
Kuder-Richardson 20, Cronbach’s alpha)
CLASSICAL TEST THEORY

- Item analysis based on CCT has

been the dominant approach
because of the simplicity of
calculating the statistics (Item
difficulty index, item discrimination
index, item-total correlation)
ITEM ANALYSIS
ITEM RESPONSE THEORY
The IRT analyzes test items by
estimating the probability that an
examinee answers an item
correctly or incorrectly
In IRT it is assumed that the
characteristic or ability of the
examinee and vice-versa.
ITEM RESPONSE THEORY
IRT analysis can provide
significantly more information on
items and tests, such as fit
statistics, item characteristic , curve
(ICC) and test characteristic curve
(TCC) aside from item difficulty and
item discrimination indices.
TYPES OF ASSESSMENT IN LEARNING
 TYPES OF ASSESSMENT IN LEARNING

1. Formative 3. Diagnostic
Assessment
2. Summative
Assessment 4. Placement
 TYPES OF ASSESSMENT IN LEARNING

1. 2.
Traditional Authentic
 Formative Assessment

 refers to the assessment activities that provide

information to both teachers and learners on how
they can improve the teaching-learning process
 it is used at the beginning and during instruction
for teachers to assess learners’ understanding
 Formative Assessment

 the information collected allows the teachers

to make adjustments to their instructional
process and strategies to facilitate learning.
 can inform learners about their strengths and
weaknesses to enable them to take steps to
learn better and improve their performance.
SUMMATIVE ASSESSMENT

Are assessment activities that

aim to determine learners’
mastery of content or attainment
of learning outcomes.
SUMMATIVE ASSESSMENT

Provides information on the

quantity or quality of what
students have learned or
achieved at the end of instruction.
SUMMATIVE ASSESSMENT
The data provide teachers
information about the
effectiveness of their teaching
strategies and how they can
improve instruction in the future.
SUMMATIVE ASSESSMENT
Can also inform learners about what
they have done well and what they need
to improve on in their future classes or
subjects. (through performance reports
and teachers feedback)
DIAGNOSTIC ASSESSMENT
Aims to detect the learning
problems or difficulties of the
learners so that the corrective
measures or interventions are
done to ensure learning
DIAGNOSTIC ASSESSMENT

Is usually done right after

seeing signs of learning
problems in the course of
teaching.
DIAGNOSTIC ASSESSMENT
It can also be done at the beginning of
the school year for the spirally-designed
curriculum so that the corrective actions
are applied if pre-requisite knowledge
and skills for the targets of instruction
have not been mastered yet.
PLACEMENT ASSESSMENT
It is usually done at the beginning of the
school year to determine what the
learners already know or what are their
needs that could inform design of
instruction. The entrance examination is
an example of a placement assessment.
TRADITIONAL ASSESSMENT
Refers to the use of conventional
strategies or tools to provide
information about the learning of
students.
Often used as basis for evaluating
and grading learners.
TRADITIONAL ASSESSMENT
Objective and subjective
paper and pencil tests are used
Commonly used in classrooms
Viewed as an inauthentic type
of assessment
AUTHENTIC ASSESSMENT
Refers to the use of assessment
strategies or tools that allow learners
to perform or create a product that are
meaningful to the learners, as they
are based on real-world contexts.
AUTHENTIC ASSESSMENT
 most authentic assessments are
those that allow performance that
most closely resemble real-world
tasks or applications in real-world
settings or environments.
PRINCIPLES IN ASSESSING LEARNING
PRINCIPLES IN ASSESSING LEARNING

1. Assessment should
have a clear purpose
NOTES:

 Assessment starts with a clear purpose.

The methods used in collecting
information should be based on this
purpose. The interpretation of the data
collected should be aligned with the
purpose that has been set.
PRINCIPLES IN ASSESSING LEARNING

2. Assessment is
not an end in itself
NOTES:

 Assessment serves as a means to enhance

student learning. It is not a simple recording or
documentation of what learners know and do not
know. Collecting information about student
learning, whether formative or summative,
should lead to decisions that will allow
improvement of the learners.
PRINCIPLES IN ASSESSING LEARNING

3. Assessment if an
ongoing, continuous and
a formative process.
NOTES:

 Assessment consists of a series of tasks

and activities conducted over time. It is
not a one-short activity and should be
cumulative. Continuous feedback is an
important element of assessment.
PRINCIPLES IN ASSESSING LEARNING

4. Assessment is
learner-centered.
NOTES:

 Assessment is not about what a teacher

does but 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.
PRINCIPLES IN ASSESSING LEARNING

5. Assessment is
both process-and
product-oriented.
NOTES:

 Assessment gives equal

importance to learner
performance or product and the
process they engage in to
perform or produce a product.
PRINCIPLES IN ASSESSING LEARNING

6. Assessment must
be comprehensive
and holistic.
NOTES:

 Assessment should be performed using

a variety of strategies and tools
designed to assess student learning in a
holistic way. Assessment should be
conducted in multiple periods to assess
learning overtime.
PRINCIPLES IN ASSESSING LEARNING

7. Assessment
requires the use of
appropriate measures.
NOTES:

 For assessment to be valid , the assessment

tools or measures used must have sound
psychometric properties, including, but nor
limited to, validity and reliability. Appropriate
measures also mean that learners must be
provided with challenging but age and context
appropriate assessment tasks.
PRINCIPLES IN ASSESSING LEARNING

8. Assessment
should be as
authentic as possible.
NOTES:

 Assessment tasks or activities should closely,

if not fully, approximate real-life situations or
experiences. Authenticity of assessment can
be thought of as a continuum from least
authentic to most authentic, with more
authentic tasks expected to be more
meaningful for learners.
Q AND A
1. What is assessment in learning?
2. How similar or different is assessment from
measurement, evaluation and testing and
grading?
3. What is the main difference between classical
test theory and item-response theory?
Q AND A

4. What are the different types of

assessment?
5. Give three core principles in assessing
learning.
Q AND A

Draw a metaphor that will visually

illustrate what is assessment in learning.
APPLY
Based on the lessons on the basic concepts
and principles in assessment in learning,
select five core principles in assessing
learning and explain them in relation to
your experience with a previous or current
teacher in one of your courses/subjects.
ACTIVITY 2
PRINCIPLE ILLUSTRATION OF PRACTICE

Assessment
1. In our practicum course, we were
asked to prepare a lesson plan
should be as then execute the plan in front of
authentic as the students with my critic
possible teacher around to evaluate my
performance. The actual planning
of the lesson and its execution in
front of the class and the critic
teacher is a very authentic way of
assessing my ability to design
and deliver instruction rather
ACTIVITY 3: PREPARE A PLAN ON HOW YOU WILL CONDUCT
ASSESSMENT BASED ON THE CORE PRINCIPLES YOU HAVE LEARNED.
PRINCIPLE PLAN FOR APPLYING THE PRINCIPLES IN
YOUR CLASSROOM ASSESSMENT
1. Assessment should have a clear purpose

2. Assessment is not an end in itself

3. Assessment is an ongoing , continuous and

formative process
4. Assessment is learner-centered

5. Assessment is both process and product

oriented
6. Assessment must be comprehensive and
holistic
7. Assessment requires the use of
appropriate measures.
8. Assessment should be as authentic as
possible
QUIZ

1. Which of the following is TRUE about measurement and

evaluation?
A. Measurement and evaluation involve collection of
information
B. Measurement and evaluation are part of the assessment
process.
C. Measurement and evaluation require the use of tests.
D. Measurement and evaluation are similar processes.
QUIZ

2. Which of the following assessment tasks is the

least authentic?
A. Essay Test
B. Field demonstration
C. Multiple choice test
D. Research project.
QUIZ

3. Assessment is not about what the teacher does but what the
learner can do. This statement is most reflective of which
principle of assessment?
A. Assessment should be as authentic as much as possible
B. Assessment should have a clear purpose
C. Assessment is not an end in itself
D. Assessment is learner-centered
QUIZ

4. Which of the following statements about assessment is NOT

TRUE?
A. Assessment is systematic and purpose oriented
B. The word assessment is rooted in the Latin word Assidere
C. A test is a form of assessment, but not all assessments
use test or testing
D. Assessment is the process of assigning a numerical score
to the performance of a student.
QUIZ

5. Assessment should have a clear purpose. If you are already a

classroom teacher, how would you best demonstrate or practice this
assessment principle?
A. Discuss with the class the grading system and your expectations
of your students. performance
B. When giving tests, the purpose of each test is provided in the
first page of the test paper
C. Explain during the first day of classes your assessment
techniques and your reasons for their use.
D. When deciding on an assessment task, its match and consistency
with instructional objectives and learning targets are ascertained.
QUIZ

6. Which among the principles did you find

easy to illustrate in the way that you
planned your assessment? Why?
7. Which among the principles did you find
difficult to illustrate in the way that you
planned your assessment? Why?