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.
3. Assessment for Learning
Is practiced, students are encouraged to be more
active in their learning and associated assessment. The
ultimate purpose of assessment for learning is to create
self-regulated learners who can leave school able and
confident to continue learning throughout their lives.
Teachers need to know at the outset of a unit of study
where their students are in terms of their learning and
then continually check on how they are progressing
through strengthening the feedback they get from their
learners.
4. 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.
5. 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.
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.
6. The underlying principle in educational measurement is
summarized by the following formula:
Measurement of quantity or quality of interest = true value plus
random error.
7. 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?”
8. 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.
9. 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
10. 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.
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.
11. 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)
CONTEX INPUTS PROCESS
OUTPUT OUTCOME
12. 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
To guide learning
To furnish instruction
To appraise educational instrumentalities
13. 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
14. 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.
15. 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.
Types of Evaluation
• Placement
• Formative
• Diagnostic
• Summative
16. 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.
17. Principles of Educational Assessment
• 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.
• 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.
18. 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.
19. 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
20. 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.
21. 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.
22. 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.
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.
23. 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.
6. Assessment works best when it is continuous, ongoing and not
episodic.
7. Assessment should be cumulative because improvement is best
achieved through a linked series of activities done over time in
24. 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).
25. 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.
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.
26. 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.
27. Evaluative assessment provides instructors with curricular
feedback (e.g., the value of a field trip or oral presentation
technique)
Educative assessment Integrated within learning activities
themselves, educative assessment builds student (and faculty)
insight and understandings about their own learning and
teaching. In short, assessment is a form of learning.
28. 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.
Three objectives for higher education assessment
• Assessment that guides and encourages effective approaches to learning;
• Assessment that validly and reliably measures expected learning
outcomes, in particular the higher-order learning that characterizes higher
education
• Assessment and grading that defines and protects academic standards.
29. 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.
30. 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.
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.
31. 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.
32. The Assessment Cycle
Good assessment follows an intentional and reflective
process of design, implementation, evaluation, and
revision. The Assessment Cycle relies on four simple
but dynamic words to represent this process.
33. 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?
34. JARRY FUENTES
BSEd 3D-TLE
MARIA SHEILA D. SIMON, Ed. D.
Course Facilitator
MARYDEN ANDALECIO
BSEd 3D-TLE
BEVERLY DADIVAS
BSEd 3D-TLE
