Unit 1 Part 1– Preliminary Concepts

and Recent Trends

Timeframe: Weeks 1 and 2 or 6 hours
COURSE LEARNING OUTCOMES:

• Demonstrate current research-based knowledge and understanding of the basic concepts

and principles of assessment and how they are applied in teaching and learning.
• Demonstrate understanding of the role of assessment in making instructional decisions.
STUDENTS LEARNING OUTCOMES:

• Explain the basic concepts and principles of educational assessment.

• Discuss on the roles of assessment in making instructional decisions to improve teaching
and learning.
• Reflect and discuss the applications and implications of assessment to teaching and
learning.
OUR LEARNING JOURNEY

• Take the Challenge: Team Game Tournament

• MAE in a graphic organizer
• Basic concepts and terminologies
• Effective evaluation techniques
• Stages of Test Construction
• Writing Test Items
• Bonus Presentation: Tips for Personal Development
TAKE THE
CHALLENGE 1
COME UP WITH YOUR GROUP ANSWER FOR THE FOLLOWING ITEMS.
 A. Assessment is the way students demonstrate
understanding of concepts, mastery of skills and
knowledge of and ability to utilize information

B. Assessment is viewed as the collection and

1. THE FOLLOWING interpretation of all information gathered about a
ARE SIGNIFICANT student
FEATURES OF C. Assessment is used to evaluate students’
ASSESSMENT performance, teacher effectiveness and the success
EXCEPT: of curricula and programs

D. Assessment is used to make judgements and

decisions
D
 A. It fosters motivation

2. WHICH IS B. It is a disciplinary measure

NOT A GUIDING
PRINCIPLE IN
C. It is central to classroom practice
ASSESSMENT?
D. It focuses on helping students
improve
B
 A. Teaching and evaluation are complementary and
interdependent aspects of the same learning
process

3. WHICH IS THE MOST B. Teaching is what counts, evaluation is but

ACCEPTABLE secondary aspect of the child’s growth
STATEMENT OF
RELATIONSHIP
C. Teaching and evaluation are relatively
BETWEEN EVALUATION independent, each one can exist without the other
AND TEACHING?

D. Evaluation is the important thing; teaching only

serves to get the child ready for evaluation of
learning outcomes
A
 A. Diagnostic Tests

4. WHICH IS THE B. Formative Tests

MOST USEFUL
FOR
DETERMINING C. Pre-Tests
STUDENTS’
GRADES?
D. Summative Tests
D
 A. The specific nature of the remedial
program needed

B. The general areas of weakness in

5. WHAT DO class performance
DIAGNOSTIC
TESTS IDENTIFY? C. The causes underlying academic
difficulties

D. The specific nature of pupils’

difficulties
D
 A. Classroom behavior

6. WHICH OF THE B. Multiple Choice Test scores in

FOLLOWING CAN BE Araling Panlipunan 7
CLASSIFIED AS
OBJECTIVE C. Attitude scores based on
MEASUREMENT? observation

D. Perceptions on teaching
effectiveness
B
 Competencies of Teachers who can apply a
variety of assessment tools and strategies in
MED&R learners’ needs, progress and
Philippine Professional achievement.
Standards for Teachers as a
Framework
for Teacher Quality and
Teacher Development

/
https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers
 Content Knowledge and
Pedagogy
The Career Stages
Learning Environment

Diversity of Learners
Distinguished
Curriculum and Planning
Highly Proficient Assessment and
Reporting
Proficient Community Linkages and
Professional Engagement

Beginning Personal Growth and Professional

Development

The 7 domains across stages

 DOMAIN 5: ASSESSMENT AND REPORTING

• Domain 5 relates to processes associated with a variety of

assessment tools and strategies used by teachers in
monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This Domain
concerns the use of assessment data in a variety of ways to
inform and enhance the teaching and learning process
and programs. It concerns teachers providing learners with
the necessary feedback about learning outcomes. This
feedback informs the reporting cycle and enables teachers
to select, organize and use sound assessment processes.
 Assessment in the PPST
Domain 5
Assessment and Reporting
Career Stage
Strand 5.1: Design, selection, organization and utilization of assessment
strategies
1. Beginning Teacher 5.1.1 Demonstrate knowledge of the design, selection, organization and use
of diagnostic, formative and summative assessment strategies
consistent with curriculum requirements.
2. Proficient Teacher 5.1.2 Design, select, organize and use diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.

3. Highly Proficient 5.1.3 Work collaboratively with colleagues to review the design, selection,
organization and use of a range of effective diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.
4. Distinguished Teacher 5.1.4 Lead initiatives in the evaluation of assessment policies and guideline that
relate to the design, selection, organization and use of effective diagnostic,
formative and summative assessment strategies consistent with curriculum
requirement
 Assessment in the PPST
Domain 5
Assessment and Reporting
Career Stage
Strand 5.2: Monitoring and evaluation of learner progress and achievement

1. Beginning Teacher 5.2.1 Demonstrate knowledge of monitoring and evaluation of learner

progress and achievement using learner attainment data.

2. Proficient Teacher 5.2.2 Monitor and evaluate learner progress and achievement using learner
attainment data.

3. Highly Proficient 5.2.3 Interpret collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement.

4. Distinguished 5.2.4 Provide advice on, and mentor colleagues in the affective analysis
Teacher and use of learner attainment data.
 Assessment in the PPST
Domain 5
Assessment and Reporting
Career Stage
Strand 5.3: Feedback to improve learning

1. Beginning Teacher 5.3.1 Demonstrate knowledge of providing timely, accurate and

constructive feedback to improve learner performance.

2. Proficient Teacher 5.3.2 Use strategies for providing timely, accurate and constructive
feedback to improve learner performance.

3. Highly Proficient 5.3.3 Use effective strategies for providing timely, accurate and construction
feedback to encourage learners to reflect on and improve their own
learning.
4. Distinguished 5.3.4 Exhibit exemplary skills and lead initiatives to support colleagues in
Teacher applying strategies that effectively provide timely, accurate and
constructive feedback to improve learning achievement.
 Assessment in the PPST
Domain 5
Assessment and Reporting
Career Stage
Strand 5.4: Communication of learner needs, progress and achievement to
key stakeholders.
1. Beginning Teacher 5.4.1 Demonstrate familiarity with a range of strategies for
communicating learner needs, progress and achievement.

2. Proficient Teacher 5.4.2 Communicate promptly and clearly the learners’ needs, progress and
achievement to key stakeholders, including parents/guardians.

3. Highly Proficient 5.4.3 Apply skills in the effective communication of learner needs, progress
and achievement to key stakeholders, including parents/guardians.

4. Distinguished 5.4.4 Share with colleagues a wide range of strategies that ensure effective
Teacher communication of learner needs, progress and achievement to key
stakeholders, including parents/guardians.
 Assessment in the PPST
Domain 5
Assessment and Reporting
Career Stage
Strand 5.5: Use of assessment data to enhance teaching and learning
practices and programs.
1. Beginning Teacher 5.5.1 Demonstrate understanding of the role of assessment data as
feedback in teaching and learning practices and programs.

2. Proficient Teacher 5.5.2 Utilize assessment data to inform the modification of teaching and
learning practices and programs.

3. Highly Proficient 5.5.3 Work collaboratively with colleagues to analyze and utilize
assessment data to modify practices and programs to further support
learner progress and achievement.
4. Distinguished 5.5.4 Lead colleagues to explore, design and implement effective practices
Teacher and programs using information derived from assessment data.
Measurement is the process
by which the attributes or dimensions
of some physical objects (or a quantity)
are determined.
of measuring the individual’s
intelligence, personality, attitudes and
values, achievement and anything that
can be expressed quantitatively. (in
education; psychology)
 it answer the question, “how much”?
Measurement
when we measure, we use some
standard instruments to find out how
long, heavy, hot, voluminous, cold, fast,
or straight some things are. Hence, to
measure is to apply a standard
measuring device to an object, group of
objects, events, or situations according
to procedure determined by one who is
skilled in the use of such device
TYPES OF MEASUREMENT

OBJECTIVE SUBJECTIVE

• More stable • Less stable

• Do not depend on the person or
individual taking the measurement
• The same values are obtained when
the measurement for the same
quality is done repeatedly.
• Differ from one assessor to the next
• Repeating the process does not yield
the same results.
Testing and Test

In the context of teaching and learning,

measurement is done through the
administration of the measurement tool
commonly referred as a test.
The process of administering a test is
called testing.
Testing and Test
Testing refers to the administration, scoring,
and interpretation of the procedures
designed to get information about the extent
of performance of the students.
Test is a formal and systematic instrument,
usually paper and pencil in form designed to
measure the quality, ability, skill, or
knowledge of the learners by giving a set of
questions
Assessment

originates from the Latin word assidere

which means “to sit beside.”
is a process by which information is
obtained relative to some known
objective or goal.
Assessment
 refers to the collection of data
to describe or better understand
an issue/situation/phenomenon.
measures "where we are in
relation to where we should be"
( Formative Evaluation).
Assessment
teacher’s way of gathering
information about what students
have learned , and using these
information to make important
decisions about students’ grades, the
content of future lessons, the revision
of the structure or content of a lesson
or a course
Evaluation
originates from the root word
“value”, and so when we evaluate,
we expect our process to give
information regarding the “worth”,
“value”, “appropriateness”, “validity”
of something for which a reliable
measurement has been made.
Evaluation is the
❑ comparison of data to standard for
purposes of judging worth or quality
about abstract entities such as programs,
curricula, organizations, institutions and
individuals.
 process of determining the extent to
which instructional objectives are attained
(education/psychology)
Evaluation
 determines "how well did we do
what we set out to do?" Evaluation
is tied to stated goals and
objectives.
Assessment, measurement &
Evaluation
Assessment ➔the collection of data to
describe or better understand an issue.
Measurement ➔ the process of
quantifying assessment
Evaluation ➔the comparison of data to
a standard for the purpose of judging
worth or quality.
Assessment, measurement &
Evaluation

Assessment is the process of objectively

understanding the state or condition of a
thing by observation and measurement.
Evaluation is the process of observing
and measuring a things for the purpose
of judging it and determining its value by
comparison to a similar thing of a
standard.
Assessment for learning

Assessment for learning implies that

assessment is done to improve the
process of learning so as to ensure
learning taking place. When
assessment is done this way, we call it
also as FORMATIVE assessment.
Assessment for learning

FORMATIVE assessment usually is

done while the teacher is in the
process of student formation
(learning). During the process, the
teacher employs varied ways so as to
check for understanding every now
and them.
Assessment for learning

Pre-test one way of doing formative

assessment. Pre-test is given to find
out where the students are so
teacher knows how to adjust
instruction.
Assessment of learning

Is usually given at the end of a unit,

grading period or a term and is
meant to assess learning for purposes
of awarding a grade to the student.
This is also known as SUMMATIVE
assessment
Assessment as learning

Self-assessment done by learners or with

their peers on their own work by using
scoring rubrics.
As they engage in self-assessment, they
learn about themselves as learners. This
leads them to become more self-
directed or independent learners.
TYPES OF EDUCATIONAL DECISIONS IN WHICH ASSESSMENT MAY BE USED

https://files.eric.ed.gov/fulltext/EJ1112912.pdf
ASSIGNMENT:

• Identify the key decision-maker for each of the three main

decision-making group in the figure.
• For each decision-maker, give a concrete example showing how
assessment data is used in the decision made.
• Be ready to discuss your preparation in the class next meeting.
Variables

Assessment and/or measurement

are done with respect to variables
(phenomena that can take on
more than one value or level). For
example, the variable "gender"
has the values or levels of male
and female and data could be
collected relative to this variable.
Can you think of other examples of variables?

List at least 5 variables you are familiar

with in your workplace.
Indicators, Variables and Factors
(Constructs)
An educational variable is a measurable
characteristic of a student.
A characteristic can be measured either
directly – such as the height of BSED
English 2 students – or indirectly – such as
the Class participation of BSED English 2
students.
Indicators, Variables and Factors
(Constructs)
For characteristics where direct
measurement are not feasible, indicators
are needed to denote the presence and
the absence of the characteristic being
measured.
Indicators, Variables and Factors
(Constructs)
As an example, let us take the case of the
characteristic Class participation. Let X =
Class participation, and let 𝐼1 , 𝐼2 , 𝐼3 …, 𝐼𝑛
denote the participation of a student in n
class recitations. Thus, if there were 10
recitations and the students participated in
5 of these recitations, then his/her Class
participation X = 5/10 or 50%
Indicators, Variables and Factors
(Constructs)
A group of indicators constitute a
variable.
A group of variables form a construct or
factor. The variables which form a
factor/construct correlate highly with
each other but have low correlations with
variables in another group.
Indicators, Variables and Factors (Constructs)
The following These variables can
variables were be grouped as
measured in a battery follows:
of tests: Group 1: (𝑋1 , 𝑋4 , 𝑋5 )
𝑋1 = computation skills Mathematical
𝑋2 = reading skills ability
𝑋3 = vocabulary Group 2: (𝑋2 , 𝑋3 )
𝑋4 = logic and reasoning Language ability
𝑋5 = sequences and series
Group 3: (𝑋6 )
𝑋6 = manual dexterity Psychomotor ability
Collection methods

Data on variables are normally

collected either through formal and
informal assessments.
FORMAL ASSESSMENTS
Norm-referenced Assessments (NRA) are used to
classify learners for homogenous groupings
based on ability levels or basic skills into a
ranking category. Tests for norm-reference
assessment are designed to highlight
achievement differences between and among
learners to produce a dependable rank order of
students across a continuum of achievement
from high achievers to low achievers.
FORMAL ASSESSMENTS

are standardized tests on a clearly defined

group (norm group), and scaled so that each
score reflects a rank within the norm group
FORMAL ASSESSMENTS

Criterion-referenced Assessments (CRA)

examine specific student learning goals and
performance compared to a standard, usually
set by a government agency (e.g. DepEd).
Educators or policy makers may choose to use
CRT when they wish to see how well learners
have learned the knowledge and skills which
they are expected to have mastered.
FORMAL ASSESSMENTS

Standards can be specific to a

grade level, to a time period
(quarter). It can also be issued at
different level: school, district, division,
or national.
INFORMAL ASSESSMENTS
Anecdotal records are notes recorded by
the teacher concerning an area of interest or
concern with a particular learner. These
records should focus on observable behavior
and should be descriptive in nature. They
should NOT include assumptions or
speculations regarding affective areas such
as motivation or interest. These records are
compiled over a period of several days to
several weeks.
INFORMAL ASSESSMENTS

Rating Scales and Checklists are generally

forms of self-appraisal instruments
completed by the learners or observations-
based instruments completed by the
teacher. The focus of these is frequently on
behaviour or affective areas such as
interest and motivation.
 INFORMAL ASSESSMENTS
Portfolio assessment is based on a portfolio
generally contains samples of a student’s
works/outputs over an extended period of time.
The nature of the subject, age of the learner,
and scope of the portfolio, all contribute to the
specific mechanics of analysing, synthesizing,
and otherwise evaluating the portfolio contents.
 INFORMAL ASSESSMENTS
In most cases, learner and teacher make a joint
decisions as to which work samples will go into
the portfolio. A collection of work compiled over
an extended period of time allows teacher,
student, and parents to view students progress
and changes over time on the quality of
student’s work is readily seen.
INFORMAL ASSESSMENTS

Questioning/interviews is one of the most

frequently occurring forms of assessment
in the classroom. As the teacher questions
the learner, (s)he collects a great deal of
information about the degree of student
learning and potential source of
confusions in the learner.
INFORMAL ASSESSMENTS

There are information about the

functioning of the child which can only be
gained through asking the child, parents,
teachers and other individuals familiar
with the child, either through
Structured-interview
Semi- structured interview
Unstructured interview open ended
INFORMAL ASSESSMENTS

Direct observations will allow one to (1)

focus on specific target behaviors; (2)
learn how the child functions in situation
requiring planning, decision making,
memory, attention; (3) how the child
reacts to social stressors and
environmental stresses; and (4) changes in
the child’s behavior during the day.
Other Informal assessment procedures

Personal documents such as diaries,

poems, drawings, other products done by
the child.
Prior or current school records
Self-monitoring records that the child
keeps of his/her specific actions
Role playing
 Multi-method assessment approach

Sources Methods Areas

Assessed
•Child •Criterion/Norm-
•Parents referenced tests •Intelligence
•Teachers •Interviews •Memory
•Child’s •Observations •Achievement
records •Informal assessment •Visual skills
procedures •Auditory skills
•Motor skills
•Oral
language
•Affective