Daryl Cloyd T.

Estante May 8, 2020

BSE-2A English

ProfEd 221

Assessment of Learning 1

1. Distinguish the difference among measurement, assessment and evaluation?

Measurement - is the process of determining or describing the attributes or characteristics of physical

objects generally in terms of quantity.

It refers to the set of procedures and the principles for how to use the procedures ineducational
tests and assessments. Some of the basic principles of measurement in educational evaluations would
be raw scores, percentileran’s, derived scores, standard scores, etc.

Assessment - is the process of gathering evidence of students performance over period of time to
determine learning and mastery of skills.

It is the process of gathering information to monitor progress and make educational decisions if
necessary. An assessment may include a test, but also includes methods suchas observations,
interviews, behavior monitoring, etc.

Evaluation - is the process of obtaining, analysizing and interpreting information to determine the
extent to which students achieve instructional objectives.

It is the procedures used to determine whether the subject like student able to meets a preset
criteria, such as qualifying or special education services. This uses assessment 'remember that an
assessment may be a test to make a determination of qualification in accordance with apredetermined
criteria.

To summarize:

Measurement refers to process by which the attributes or dimensions of some objects or subjects of
study are determined.

Assessment is a process of selecting, receiving and using data for purpose of improvement in the
current performance.

Evaluation is an act of passing judgement on the basis of a set of standards.

2. What is the purpose of assessment?

The purpose of assessment is to gather relevant information about student performance or

progress, or to determine student interests to make judgments about their learning process. After
receiving this information, teachers can reflect on each student’s level of achievement, as well as on
specific inclinations of the group, to customize their teaching plans.

1. Assessment for Learning (Formative)

The purpose of Formative Assessment is to provide students with feedback on how they are going.
The aim is to help students improve their performance and make their next piece of assessed work
better. It is developmental or formative in nature; hence the term “Formative Assessment”. The
feedback students received is the key component of formative assessment. Feedback is intended to help
them identify weaknesses and build on strengths to improve the the quality of their next piece of
assessment. The focus is on comments for improvement, not marks, and the awarding of marks in
formative assessment can actually be counterproductive.

2. Assessment for Certification (Summative)

Another key purpose of assessment is to gather evidence to make a judgement about a student's
level of performance; against the specified learning objectives. Students are usually assessed at the end
of an element of learning, such as the end of a module, mid semester or end of the semester. They are
awarded results typically as marks or grades to represent a particular level of achievement (high,
medium, low). This judgemental "summative" process formally provides the evidence, to verify or
"certify" which students may progress to the next level of their students.

3. Protect Academic Standards

Grades from cumulative assessments are used to certify that a person has the necessary knowledge and
skills (and can apply them appropriately) to be awarded a qualification. Consequently, the quality and
integrity of assessment is essential to guarantee the credibility of qualifications and the academic
reputation of the issuing institution. There is considerably local, national and international concern to
ensure that the ways we protect academic standards stand up to scrutiny.

4. Feedback for Teaching

The results from both formative and summarize assessment can help you track how your students are
going throughout your courses. Closely looking at the results can help you identify any patterns of
difficulties or misunderstandings students might have. This in turn allows you after your approach to
teaching and adjust your curriculum accordingly. For example detailed explanations or provide
additional resources in a particular area. We use assessment as a tool to provide feedback to students
about their learning (Formative Assessment); as well as certifying their level of achievement (Summarize
Assessment). It is a means by which we protect our academic standards and institutional reputation; and
a method or evaluating and adjusting teaching.
How will the results be used and by whom?

Examples of Effective Use of Assessment Results

Curriculum examples might include:

 Modifying the frequency and schedule of course offerings

 Adding or removing course from the curriculum
 Pedagogical models or approaches to be shared among faculty and students
 Revision of course content or assignments

Budget and resource examples might include:

 Increasing classroom space

 Adding lab resources
 Hiring or re-assigning faculty or staff

Academic process examples might include:

 Revising course prerequisites

 Revising criteria for admission to the program
 Revising advising processes or protocols

Promotion and marketing examples might include:

 Communicating and celebrating student performance and success

 Communicating student voices and perceptions to stakeholders
 Industry feedback from external assessments
 Including student work on the program website, recruiting materials, fundraising materials or in
the self-study

Teachers are the one who utilize the results and develop useful assessments, provide corrective
instruction, and give students second chances to demonstrate success can improve their instruction and
help students learn.

3. How can assessment improve students learning?

Assessment drives students learning

What and how students learn depends to a major extent on how they think they will be assessed.
Assessment practices must send the right signals to students about what to study, how to study, and the
relative time to spend on concepts and skills in a course. Accomplished faculty communicate clearly
what students need to know and be able to do, both through a clearly articulated syllabus, and by
choosing assessments carefully in order to direct student energies. High expectations for learning result
in students who rise to the occasion.

Effective assessment informs students of their progress. It provides students with a sense of what
they know and don’t know about a subject. If done well, the feedback provided to students will indicate
to them how to improve their performance. Assessments must clearly match the content, the nature of
thinking, and the skills taught in a class. Through feedback from instructors, students become aware of
their strengths and challenges with respect to course learning outcomes. Assessment done well should
not be a surprise to students.