by: Joerigene Odette C. Neri

1. ASSESSMENT OF STUDENT LEARNING 1
Joerigene Odette C. Neri
Assessment of Student Learning 1
Mr. Azel Valle
Liceo de Cagayan University

2. Basic Concepts of Assessment
1. Define the terms: assessment, evaluation, measurement, test, testing,
formative assessment, placement assessment, diagnostic assessment,
summative assessment,portfolio assessment and performance assessment
•2. Differentiate between assessment, testing, measurement, and evaluation
•3. Discuss the different purpose of assessment.
•4. What are the different roles of assessment in the instructional decisions?
•5. How does diagnostic assessment differ from placement assessment?
•6. Identify some characteristics that differentiate norm-referenced
interpretation from criterion-referenced interpretation.
•7. Compare the different types of assessment.
•8.Present and discuss the different guidelines for effective student
assessment.
•9. Differentiate norm-referenced interpretation from criterion-referenced
interpretation
•10. What are the issues related to the assessment of students' learning.

3. ASSESSMENT
• assessment is the process of documenting, usually in measurable terms,
knowledge, skill, attitudes, and beliefs. Assessment can focus on the
individual learner, the learning community (class, workshop, or other
organized group of learners), the institution, or the educational system as
a whole (also known as granularity)

4. EVALUATION
• Evaluation refers to the process of judging the
quality of what is good and what is desirable.

5. MEASUREMENT
• Measurement is a process of quantifying or
assigning number to the individual's
intelligence, personality, attitude and values
and achievement of the student.

6. TEST
• Test is formal and systematic instrument,
usually paper and pencil procedure designed
to assess the quality, ability, skill or knowledge
of the student by giving a set of question in
uniform manner.

7. TESTING
• Testing is one of the different methods used to
measure the level of scoring and
interpretation of the procedures designed to
get information about the extent of the
performance of the students.

8. FORMATIVE ASSESSMENT
Formative assessment - Formative assessment is generally carried out throughout a
course or project. Formative assessment, also referred to as "educative assessment,"
is used to aid learning. In an educational setting, formative assessment might be a
teacher (or peer) or the learner, providing feedback on a student's work and would
not necessarily be used for grading purposes. Formative assessments can take the
form of diagnostic, standardized tests, quizzes, oral question, or draft work. Formative
assessments are carried out concurrently with instructions. The result may count. The
formative assessments aim to see if the students understand the instruction before
doing a summative assessment.

9. PLACEMENT ASSESSMENT
• placement assessments provide a convenient
starting place for determining a student’s level of
academic skill mastery within a specific domain.
However, using placement assessment scores as the
sole data point for placing incoming college students
into courses can lead to both over- and under-
placing students into developmental education
classes.

10. DIAGNOSTIC ASSESSMENT
• A common form of formative assessment is diagnostic assessment. Diagnostic
assessment measures a student's current knowledge and skills for the purpose of
identifying a suitable program of learning. Self-assessment is a form of diagnostic
assessment which involves students assessing themselves. Forward-looking
assessment asks those being assessed to consider themselves in hypothetical
future situations.

11. SUMMATIVE ASSESSMENT
Summative assessment - Summative assessment is generally carried out at the end of
a course or project. In an educational setting, summative assessments are typically
used to assign students a course grade. Summative assessments are evaluative. The
summative assessments are made to summarize what the students have learned, to
know if they understand well. This type of assessment is graded and often counts, it
can be in form of tests, final exams, projects, etc. These assessments are important
because they decide if the student passed or fails the class. If teachers only do
summative assessments, the learners will know how well they acquired too late.

12. TRADITIONAL ASSESSMENT
• Traditional assessments usually produce a written document, such as a paper, test,
or quiz.Traditional assessments usually take place at the end of a chapter, unit, or
course of study.Traditional assessments often use the following types of questions
– true/false, multiple choice, matching, short-answer, fill-in-the-blank, and
essay.Students are usually tested individually.Students receive a numerical score or
grade which often contributes to a student’s final grade.Subject areas are usually
tested in isolation.Also known as standardized assessment or summative
assessment.Classroom assessment should consist of a balance between traditional
and alternative assessment.

13. PORTFOLIO ASSESSMENT
• A portfolio is a purposeful collection of student work that tells
the story of achievement or growth (Arter, Spandel, &
Culham, 1995). Portfolios benefit instruction by developing
student skills in self-reflection, critical thinking, responsibility
for learning, and content area skills and knowledge (Arter et
al., 1995). They benefit assessment because collecting
multiple samples of student work over time enables
educators to 1) develop an in-depth look at what students
know and can do, 2) base assessment on authentic work, 3)
supplement standardized tests, and 4) communicate student
progress (Arter et al., 1995).

14. PERFORMANCE
• Performance-based assessment is similar to summative assessment, as it
focuses on achievement. It is often aligned with the standards-based
education reform and outcomes-based education movement. Though ideally
they are significantly different from a traditional multiple choice test, they are
most commonly associated with standards-based assessment which use free-
form responses to standard questions scored by human scorers on a
standards-based scale, meeting, falling below or exceeding a performance
standard rather than being ranked on a curve. A well-defined task is identified
and students are asked to create, produce or do something, often in settings
that involve real-world application of knowledge and skills. Proficiency is
demonstrated by providing an extended

15. 2. Differentiate between assessment, testing,
measurement, and evaluation

16. • The final purpose of assessment practices in education depends on the
theoretical framework of the practitioners and researchers, their
assumptions and beliefs about the nature of human mind, the origin of
knowledge, and the process of learning.
3. Discuss the different purpose of assessment.

17. 4. What are the different roles of assessment in
the instructional decisions?

18. 5. How does diagnostic assessment differ from
placement assessment?
• Diagnostic assessments (also known as pre-assessments)
provide instructors with information about student's prior
knowledge and misconceptions before beginning a learning
activity. They also provide a baseline for understanding how
much learning has taken place after the learning activity is
completed. While placement assessment is designed to
improve your chances for success. When you are starting
college, it is important to be placed in the right courses.
Placement assessment helps to place you in courses matching
your current abilities.

19. 6. Identify some characteristics that differentiate
norm-referenced interpretation from criterion-
referenced interpretation.
• The essential characteristic of norm-referencing is that students are
awarded their grades on the basis of their ranking within a particular
cohort. Norm-referencing involves fitting a ranked list of students’ ‘raw
scores’ to a pre-determined distribution for awarding grades. Usually,
grades are spread to fit a ‘bell curve’ (a ‘normal distribution’ in statistical
terminology), either by qualitative, informal rough-reckoning or by
statistical techniques of varying complexity. For large student cohorts
(such as in senior secondary education), statistical moderation processes
are used to adjust or standardize student scores to fit a normal
distribution. This adjustment is necessary when comparability of scores
across different subjects is required (such as when subject scores are
added to create an aggregate ENTER score for making university selection
decisions).

20. 6. Identify some characteristics that differentiate
norm-referenced interpretation from criterion-
referenced interpretation.
• In contrast, criterion-referencing, as the name implies, involves
determining a student’s grade by comparing his or her achievements with
clearly stated criteria for learning outcomes and clearly stated standards
for particular levels of performance. Unlike norm-referencing, there is no
pre-determined grade distribution to be generated and a student’s grades
is in no way influenced by the performance of others. Theoretically, all
students within a particular cohort could receive very high (or very low)
grades depending solely on the levels of individuals’ performances against
the established criteria and standards. The goal of criterion-referencing is
to report student achievement against objective reference points that are
independent of the cohort being assessed. Criterion-referencing can lead
to simple pass-fail grading schema, such as in determining fitness-to-
practice in professional fields. Criterion-referencing can also lead to
reporting student achievement or progress on a series of key criteria
rather than as a single grade or percentage.

21. 7. Compare the different types of assessment.

22. 7. Compare the different types of assessment.
• Assessment can be divided into three stages:
baseline assessment, formative assessment, and
summative assessment. Baseline assessment
establishes the "starting point" of the student's
understanding. Formative assessment provides
information to help guide the instruction throughout
the unit, and summative assessment informs both
the student and the teacher about the level of
conceptual understanding and performance
capabilities that the student has achieved.

23. 8.Present and discuss the different guidelines for
effective student assessment.
• There are seven practices to effective learning, one of them is about
showing the criteria of the evaluation before the test. Another is about
the importance of pre-assessment to know what the skill levels of a
student are before giving instructions. Giving a lot of feedback and
encouraging are other practices

24. 9. Differentiate norm-referenced interpretation from
criterion-referenced interpretation
• Criterion-referenced assessment, typically using a criterion-referenced test, as the
name implies, occurs when candidates are measured against defined (and
objective) criteria. Criterion-referenced assessment is often, but not always, used
to establish a person's competence (whether s/he can do something). The best
known example of criterion-referenced assessment is the driving test, when
learner drivers are measured against a range of explicit criteria (such as "Not
endangering other road users").Norm-referenced assessment (colloquially known
as "grading on the curve"), typically using a norm-referenced test, is not measured
against defined criteria. This type of assessment is relative to the student body
undertaking the assessment. It is effectively a way of comparing students. The IQ
test is the best known example of norm-referenced assessment. Many entrance
tests (to prestigious schools or universities) are norm-referenced, permitting a
fixed proportion of students to pass ("passing" in this context means being
accepted into the school or university rather than an explicit level of ability). This
means that standards may vary from year to year, depending on the quality of the
cohort; criterion-referenced assessment does not vary from year to year (unless
the criteria change).

25. 10. What are the issues related to the
assessment of students' learning.