1. Republic of the Philippines
CAPIZ STATE UNIVERSITY
College of Education
Main Campus, Roxas City
Tel. No. (036) 6214 578 local 118
Ed. 310 – Assessment of Student Learning 1
First Semester 2014 -2015
JARRY S. FUENTES MARIA SHEILA D. SIMON, Ed. D.
BSEd 3d TLE Major Course Facilitator
Discussant Number 1
Group Number 1
Topics: Basic Concepts in Assessment
Content:
 Introduction
 Definitions of Important Concepts
 Test, Non- test, Examination, Test item and Quiz
 Educational Measurement
 Types of Measurement
 Indicators, variables and Factors
 Assessment
 Various Role of Assessment Evaluation of Learning Program
 Principles of Educational Evaluation
Basic concepts in Assessment
As teachers, we are continually faced with the challenge of assessing the progress of our
students as well as our own effectiveness as teachers.
Definitions of Important Concepts
Students go to school to learn so that they will be able to function as independent beings
in an ever- changing world.

2. According to Linn and Miller (2005) define assessment as any of a variety of
procedures used to obtain information about student performance.
Assessment refers to the full range of information gathered and synthesized by teachers
about their students and their classrooms (Arends, 1994)
Assessment is a method for analyzing and evaluating student achievement or program
success.
Measurement, Evaluation and Assessment
Measurement as used in education refers to the process of quantifying an individual’s
achievement, personality, and attitudes among others by means of appropriate measuring
instruments.
Educational Measurement
The first step towards elevating a field of study into a science is to take
measurements of the quantities and qualities of interest in the field.
Types of Measurement
Objective measurements- are measurements that do not depend on the person or
individual taking the measurements.
Subjective measurements- often differ from one assessor to the next even if the same
quantity or quality is being measured.
The underlying principle in educational measurement is summarized by the following
formula:
Measurement of quantity or quality of interest = true value plus random error.
Evaluation is the process of systematic collection and analysis of both qualitative and
quantitative data for the purpose of making some decision and judgments.
Assessment, Test, and Measurement
Test: An instrument or systematic procedure for measuring a sample of behavior by
posing a set of questions in a uniform manner.
Measurement: The process of obtaining a numerical description of the degree to which
an individual possesses a particular characteristic. Measurement answers the question
“How much?”
Comparison among Measurement, Evaluation and Assessment
Measurement determines “how much” has been learned through the use of a variety of
tests.

3. Test, Non- test, Examination, Test item and Quiz
A test in the educational setting is a question or a series of question which aims to
determine how well a student learned from a subject or topic taught.
A non- test is a question or activity which determines the interests, attitude and other
student’s characteristics whose answer or answers is/are not judged wrong or incorrect.
Examples: Personality inventory,” What is your favorite sports?”, “Why do you prefer
green vegetables?”
An examination is a long test which may or may be composed of one or more test
formats. Examples: Mid- term examination, Licensure Examination for Teachers,
comprehensive examination.
A test item is any question included in a test or examination. Examples: Who was the
President of the Philippines when World War 2 broke out? Is “Little Red Riding Hood” a
short story?
A quiz is a short test usually given at the beginning or at the end of a discussion period.
Indicators, variables and Factors
An educational variable (denoted by an English alphabet, like X) is a measurable
characteristic of a student. Variables may be directly measurable as in X= age or X=
height of a student.
An indicator, I, denotes the presence or absence of a measured characteristics. Thus:
I= 1, if the characteristics is present
= O, if the characteristic is absent
Assessment
Once measurement is taken of an educational quantity or quality of interest, then the next
step is to assess the status of that educational phenomenon.
Various Roles of Assessment
Assessment plays a number of roles in making instructional decisions.
Summative Role- An assessment may be done for summative purposes as in the
illustration given above for grade VI mathematics achievement.
Diagnostic Role- Assessment may be done for diagnostic purposes. In the case, we are
interested in determining the gaps in learning or learning processes, hopefully, to be able
to bridge these gaps.

4. Formative Assessment- Another purpose of assessment is formative. In this role,
assessment guides the teachers on his/ her day- to- day teaching activity.
Placement- The final role of assessment in curricular decisions concerns placement.
Assessment plays a vital role in determining the appropriate placement of a student both
in terms of achievements and aptitude.
Aptitude- refers to the area or discipline where a student would most likely excel or do
well.
Evaluation of Learning and Programs
Evaluations models are important in the context of education. Evaluation implies that
measurement and assessment of educational characteristics had been done and that it is
now desired to pass on value judgment on the educational outcome.
A Systems Model for Evaluation
Evaluation provides a tool for determining the extent to which an educational process or
program is effective and all the same time indicates directions foe remediating processes
of the curriculum that do not contribute to successful student performance.( Jason , 2003)
Evaluation
Is the process of gathering and interpreting evidence regarding the problems and progress
of individuals in achieving desirable educational goals.
Chief Purposes of Evaluation
 The improvement of the individual learner
Other Purposes of Evaluation
 To maintain standard
 To select students
 To motivate learning
CONTEXT INPUTS PROCESS
OUTPUT OUTCOME

5.  To guide learning
 To furnish instruction
 To appraise educational instrumentalities
Function of Evaluation
 Prediction
 Diagnosis
 Research
Areas of Educational Evaluation
 Achievement
 Aptitude
 Interest
 Personality
A well defined system of evaluation:
 Enable one to clarify goals
 Check upon each phase of development
 Diagnose learning difficulties
 Plan carefully for remediation
Principles of Educational Evaluation
 Evaluation must be based on previously accepted educational objectives.
 Evaluation should be continuous comprehensive and cumulative process.
 Evaluation should recognize that the total individual personality is involved in
learning.
 Evaluation should be democratic and cooperative.
 Evaluation should be positive and action-directed
 Evaluation should give opportunity to the pupil to become increasingly
independent in self- appraisal and self- direction.
 Evaluation should include all significant evidence from every possible source.
 Evaluation should take into consideration the limitations of the particular
educational situations.
Measurements
 Is the part of the educational evaluation process whereby some tools or
instruments are use to provide a quantitative description of the progress of
students towards desirable educational goals.
Test or Testing
 Is a systematic procedure to determine the presence or absence of certain
characteristics of qualities in a learner.

6. Types of Evaluation
 Placement
 Formative
 Diagnostic
 Summative
Placement- evaluation accounts for a student’s entry behavior or performance.
Formative- evaluation provides the students with feedback regarding his success or
failure in attaining instructional objectives.
Diagnostic- evaluation is use to detect students’ learning difficulties which are not
revealed by formative test or check by remedial instruction and other instructional
adjustment.
Summative- evaluation is concerned with what students have learned.
Stages of Teaching-Learning in which educational Evaluation is integrated:
1. Clarifying objectives
2. Identifying variables that affect learning
3. Providing relevant instructional activities to achieve objectives
4. Determining the extent to which the objectives are achieved.

7. MARRYDEN ANDALECIO
BSEd 3D TLE
Discussant Number 2
Topic:
 Educational Assessment serves three important functions
 Principles of Educational Assessment
 General Principles of Assessment
 Characteristics of Assessment
 Integrating Assessment with Instruction
 Elements of the Assessment Process
 THE OUTCOMES OF STUDENT LEARNING
Educational Assessment serves three important functions (Bernardo, 2003):
1. Student selection and certification
-To make decisions, about which students get admitted, retained, promoted, and
certified for graduation.
2. Instructional monitoring
- To provide information about student learning and teaching performance to help
teachers monitor manage, and make decisions about the instructional system.
3. For
- Public accountability and program evaluation
- Making decisions about the different aspects of the educational process
- Helping make GOOD decisions, if they provide accurate, authentic, reliable and valid
information about educational: LEARNING GOALS.
Principles of Educational Assessment
First Principles
 Educational assessment always begins with educational values and standards.
 Assessment is not an end in itself but a vehicle for attaining educational goals and
for improving on these educational goals.

8.  These educational goals (values and standards) should be made explicit to all
concerned from the very beginning.
 Desired learning competencies (skills, knowledge, values, ways of thinking and
learning) determine what we choose to assess.
 Educational values and standards should also characterize how we assess.
 Assessment systems should lead educators to help students attain the educational
goals, values, and standards.
General Principles of Assessment
1. Clearly specifying what is to be assessed has priority in the assessment process.
2. An assessment procedure should be selected because of its relevance to the
characteristics or performance to be measured.
3. Comprehensive assessment requires a variety of procedures.
4. Proper use of assessment procedures requires the awareness of their limitations.
5. Assessment is a means to an end, not an end in itself.
Characteristics of Assessment
 Assessment is not a single event but a continue cycle.
 Assessment must be an open process.
 Assessment must promote valid inferences.
 Assessment that matters should always employ multiple measures of
performance.
 Assessment should measures what is worth learning, not just what is easy to
measure.
 Assessment should support every student’s opportunity to learn important
mathematics.
Integrating Assessment with Instruction
Introduction
Bernardo (2004) explained that educational assessment works best when it accurately
reflects the students’ attainment and understanding of educational values and standards,
and the instructional processes that lead to their attainment.
Assessment and the Instructional Process- the main purpose of classroom instruction is
to help students achieve a set of intended learning goals.
This interdependence can be clearly seen in the following steps included in the
instructional process:
1. Identifying Instructional Goals
2. Pre- assessing the learners’ needs
3. Providing Relevant Instruction
4. Assessing the Intended Learning Outcomes
5. Using the Results

9. a. Improvement of Learning and Instruction
b. Marking and Reporting to Parents
c. Use of Results for other School Purposes
Elements of the Assessment Process
-assessment should center on the learner and the learning process. Huba and Freed (2000)
explained the four elements of learner centered assessment.
1. Formulating statements of intended learning outcomes
2. Developing or Selecting Assessment Measures
3. Creating Experiences Leading to Outcomes
4. Discussing and Using Assessment Results to Improve Learning
THE OUTCOMES OF STUDENT LEARNING
Program Objectives and Student Learning Outcomes
-the shift of focus in education from content to student learning outcomes has changed
teachers’ instructional perspective. In the past, teachers were often heard about their
concern to finish their subject matter before the end of the term.
The Three Types of Learning
- Believing that there were more than one (1) type of learning, Benjamin Bloom
and a committee of colleagues in 1956, identified three domains of educational
activities: the cognitive, referring to mental skills; affective referring to growth in
feeling or emotion; and psychomotor, referring to manual or physical skills.

10. The Categories/ Levels of Cognitive Domain Learning Objectives Arranged
Hierarchically
Adapted from Bloom by Lori Anderson (2000)
Creating
Evaluating
Applying
Analyzing
Understanding
Remembering

11. DOMAIN II: Psychomotor (Skills)
In the early seventies, E Simpson, Dave and A, S, Harrow recommended categories for
the psychomotor domain which included physical coordination, movement and use of the
skills body parts.
The Categories/ Levels of Psychomotor Domains Learning Objectives Arranged
Hierarchically
Simpson, Dave and Harrow (1972) Taxonomy of the Psychomotor Domain N: Y David
Mc Kayle
Adapting
Practicing
Imitating
Observing

12. DOMAIN III: Affective (Attitude)
-the affective domain refers to the way in which in which we deal with the situation
emotionally such as feelings, appreciation, enthusiasm, motivation, value, and attitude.
The taxonomy is ordered into 5 levels as the person progresses towards internalization in
which the attitude or feeling consistently guides or controls a person’s behavior.
The CategoriesLevels of Affective Domain Learning Objectives Arranged
Hierarchically
D.R Krathwohl, B, S. Bloom, and B.B. Masia (1964) Taxonomy of Educational
Objectives: Handbook II- Affective Domain, New York: David Mckay Co.
Receiving
Responding
Valuing
Organizing
Internalizing

13. Assessing Student Learning Outcomes
- An outcome is the process of gathering information on whether the instrument the
instruction, service and activities that the program provide are producing the
desired learning outcomes
Principles of Good Practice in Assessing Learning Outcomes
1. The assessment of student learning starts with the institutions mission and core
values.
2. Assessment works best when the program has clear statement of objectives
aligned with the institutional missions and core values.
3. Outcomes- based assessment focuses on the student activities that will be relevant
after schooling concludes.
4. Assessment requires attention not only to outcomes but also and equally to the
activities and experiences that lead to the attainment of learning outcomes.
5. Assessment works best when it is continuous, ongoing and not episodic.
Assessment should be cumulative because improvement is best achieved through
a linked series of activities done over time in instructional cycle.
Instructional
Mission
Program Goals Subject Objectives
Summative
Assessment of
Outcomes
Desired Student
Learning Outcomes
Mastery
Learning
Review/ Reteach
Formative
Assessment
Outcomes
Diagnostic
Assessment
Deciding on
Lesson Focus
Supporting Student Activities

14. BEVERLY DADIVAS
BSEd 3D TLE
Discussant Number 3
Topic:
 Function of Educational Assessment
 Kinds of Assessment
 The Effective Assessment
 The Assessment Cycle
Kinds of Assessment
Formative assessment
Formative assessment is an integral part of teaching and learning. It does not contribute
to the final mark given for the module; instead it contributes to learning through
providing feedback. It should indicate what is good about a piece of work and why this is
good; it should also indicate what is not so good and how the work could be improved.
Effective formative feedback will affect what the student and the teacher does next.
Summative assessment
Summative assessment demonstrates the extent of a learner's success in meeting the
assessment criteria used to gauge the intended learning outcomes of a module or
program, and which contributes to the final mark given for the module. It is normally,
though not always, used at the end of a unit of teaching. Summative assessment is used to
quantify achievement, to reward achievement, to provide data for selection (to the next
stage in education or to employment). For all these reasons the validity and reliability of
summative assessment are of the greatest importance. Summative assessment can provide
information that has formative/diagnostic value.
Diagnostic assessment
Like formative assessment, diagnostic assessment is intended to improve the learner’s
experience and their level of achievement. However, diagnostic assessment looks
backwards rather than forwards. It assesses what the learner already knows and/or the
nature of difficulties that the learner might have, which, if undiagnosed, might limit their
engagement in new learning. It is often used before teaching or when a problem arises.

15. Dynamic assessment
Dynamic assessment measures what the student achieves when given some teaching in an
unfamiliar topic or field. An example might be assessment of how much Swedish is
learnt in a short block of teaching to students who have no prior knowledge of the
language. It can be useful to assess potential for specific learning in the absence of
relevant prior attainment, or to assess general learning potential for students who have a
particularly disadvantaged background. It is often used in advance of the main body of
teaching.
Synoptic assessment
Synoptic assessment encourages students to combine elements of their learning from
different parts of a program and to show their accumulated knowledge and understanding
of a topic or subject area. A synoptic assessment normally enables students to show their
ability to integrate and apply their skills, knowledge and understanding with breadth and
depth in the subject. It can help to test a student's capability of applying the knowledge
and understanding gained in one part of a program to increase their understanding in
other parts of the program, or across the program as a whole. Synoptic assessment can be
part of other forms of assessment.
Criterion referenced assessment
Each student’s achievement is judged against specific criteria. In principle no account is
taken of how other students have performed. In practice, normative thinking can affect
judgments of whether or not a specific criterion has been met. Reliability and validity
should be assured through processes such as moderation, trial marking, and the collation
of exemplars.
Ipsative assessment
This is assessment against the student’s own previous standards. It can measure how well
a particular task has been undertaken against the student’s average attainment, against
their best work, or against their most recent piece of work. Ipsative assessment tends to
correlate with effort, to promote effort-based attributions of success, and to enhance
motivation to learn.
The Effective Assessment
Enhancing learning by enhancing assessment
Assessment is a central element in the overall quality of teaching and learning in higher
education. Well designed assessment sets clear expectations, establishes a reasonable
workload (one that does not push students into rote reproductive approaches to study),
and provides opportunities for students to self-monitor, rehearse, practice and receive
feedback. Assessment is an integral component of a coherent educational experience.

16. The ideas and strategies in the Assessing Student Learning resources support three
interrelated objectives for quality in student assessment in higher education.
Three objectives
for higher
education
assessment
1. Assessment that guides and encourages effective
approaches to learning;
2. Assessment that validly and reliably measures
expected learning outcomes, in particular the higher-
order learning that characterizes higher education; and
3. Assessment and grading that defines and protects
academic standards.
16 indicators of effective assessment in higher education
A checklist for quality in student assessment
1. Assessment is treated by staff and students as an integral and prominent
component of the entire teaching and learning process rather than a final adjunct
to it.
2. The multiple roles of assessment are recognized. The powerful motivating effect
of assessment requirements on students is understood and assessment tasks are
designed to foster valued study habits.
3. There is a faculty/departmental policy that guide individuals’ assessment
practices. Subject assessment is integrated into an overall plan for course
assessment.
4. There is a clear alignment between expected learning outcomes, what is taught
and learnt, and the knowledge and skills assessed — there is a closed and
coherent ‘curriculum loop’.
5. Assessment tasks assess the capacity to analyze and synthesis new information
and concepts rather than simply recall information previously presented.
6. A variety of assessment methods is employed so that the limitations of particular
methods are minimized.
7. Assessment tasks are designed to assess relevant generic skills as well as subject-
specific knowledge and skills.
8. There is a steady progression in the complexity and demands of assessment
requirements in the later years of courses.

17. 9. There is provision for student choice in assessment tasks and weighting at certain
times.
10. Student and staff workloads are considered in the scheduling and design of
assessment tasks.
11. Excessive assessment is avoided. Assessment tasks are designed to sample
student learning.
12. Assessment tasks are weighted to balance the developmental (‘formative’) and
judgmental (‘summative’) roles of assessment. Early low-stakes, low-weight
assessment is used to provide students with feedback.
13. Grades are calculated and reported on the basis of clearly articulated learning
outcomes and criteria for levels of achievement.
14. Students receive explanatory and diagnostic feedback as well as grades.
15. Assessment tasks are checked to ensure there are no inherent biases that may
disadvantage particular student groups.
16. Plagiarism is minimized through careful task design, explicit education and
appropriate monitoring of academic honesty.
Assessment Cycle
1. Articulate the learning goals of the curricular block and a set of objectives that
should lead to the accomplishment of those goals.
2. Design strategies (e.g., curricular and instructional methods) that will accomplish
the objectives, taking into account student learning experiences and diverse
learning styles, as well as research on how students learn.
3. Determine the areas of student’s activities and accomplishments in which quality
will be judged. Select assessment methods designed o measure student progress
toward completion of goals and objectives.
4. Gather assessment data; summarize and interpret the result.
5. Use the results of the assessment to improve the curricular block--- the payoff.
6. Return 1.

18.  What do I want students to learn?
 How do I teach effectively?
 Are my outcomes being met?
 How do I use what I've learned?
References:
[1] QAA (2006) Code of Practice for the Assurance of Academic Quality and
Standards in Higher Education, Gloucester: Quality Assurance Agency for Higher
Education.
Www. Google. Com
Book of Assessment of Student Learning 1 by: ROSITA DE GUZMAN-SANTOS Ph. D