Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph

COLLEGE OF EDUCATION

Learning Module in
1st Semester/AY 2020-2021
ASSESSMENT OF
LEARNING 2

_______________________________
Name of Student

_______________________________
Year and Section

Prepared by:

JULIE B. LLAGAS
Subject Teacher
Educ.6 – Assessment of Learning 2 CBSUA-College of Education

MODULE 1

AUTHENTIC ASSESSMENT IN THE

CLASSROOM

INTRODUCTION Authentic assessment is a form of assessment in which

students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge
and skills. We use authentic assessment when we want students to be able to use the
acquired knowledge and skills in the real world. (Amalia, 2012)

A. High Quality Assessment in Retrospect

High-quality assessments are balanced to provide instructors with ongoing

feedback about student progress. In particular, data gathered from assessments given
throughout the learning process give educators the information they need to adjust
their instruction. Assessment, then, isn't the final word; rather, it should be part of an
ongoing conversation that helps all students get exactly what they need to meet
learning standards. (Trach, E. 2018)
High Quality Assessment = it provides a result that demonstrates and improve targeted
students learning

1. Purposes of Assessment

a. 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 and formative in nature; hence the term” formative
assessment”.
The feedback the student receive is the key component of formative assessment.
b. Assessment for certification (summative)
Another purpose of assessment is to gather evidence to make a judgement
about a student level of performance; against the specified learning objectives.
Students is usually assessed at the end of an element of learning, such as the end
of the module, mid semester or end of the semester. They are awarded results
typically as marks or grade to represent a particular level of achievement (high,

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Educ.6 – Assessment of Learning 2 CBSUA-College of Education

medium, low) this judgmental “summative” process formally provides the evidence
to verify or “certify” which student may progress to the next level of their studies.
c. Protect academic standard
Grades from cumulative assessment are used to certify that a person has a
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 qualification and the academic reputation of the
issuing institution.
There is considerable local, national and international concern to ensure that the
ways we protect academic standards stand up to scrutiny.
d. Feedback for teaching
The result from formative and summative assessment can help you track how your
students are going throughout your success. Closely looking at the result can help
you identify any pattern of difficulties or misunderstanding the students might have.
This in turn allow you alter your approach to teaching and adjust your curriculum
accordingly. For example, you may identify that you need to offer more detailed
explanation 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 assessment ( summative
assessment). It is a means by which we protect our academic standards and
institutional reputation; and a method of evaluating and adjusting teaching.

2. Targets of High Quality Assessment

a. Learning Target
✓ a clear description of what students know and able to do.
✓ it is an outcome that the teacher wants her students to attain or
acquire from her teaching.
✓ This involves knowledge, reasoning, skills, product and effect.
✓ It needs to be stated in behavioral terms or term which denotes
something which can be observed through the behavior of the students

Five categories of Learning target according to Stiggins and Conklin

(1992)
1. Knowledge learning target
It is the facts and concept we want students to know, either rote
learned or retrieved using reference materials.
2. Reasoning learning target
The ability of students to use their knowledge to reason and solve
problems.

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Educ.6 – Assessment of Learning 2 CBSUA-College of Education

3. Skill Learning target

The ability of the students to create achievement-related skills likes
conducting experiments, playing basketball,and operating
computers
4. Product learning target
The ability of the students to demonstrate achievement-related
products such as written report, oral presentation and art product.
5. Affective learning target
The attainment of affective traits such as attitudes,values, interests,
and self efficacy.
Student attitude about school and learning.

b. Cognitive Targets
As early as 1950 Bloom’s (1954) proposed a Hierarchy of educational
objectives at the cognitive level:
1. Knowledge
• refers to the acquisition of facts, concept and theories.
Example: knowledge of historical facts
• Recall or recognize information, describing, defining, labeling,
memorizing etc.
• Knowledge forms the foundation of all other cognitive
objectives for without knowledge, it is not possible to move out
to the next higher level thinking skills in the hierarchy of the
educational objectives.

2. Comprehension
• refers to the same concept as understanding.
• Re-state data or information in one’s own words, interpret, and
translate.
• Explaining or interpreting the meaning of the given scenario or
statement
• A step higher than mere acquisition of facts and involves a
cognition or awareness of interrelationships of the facts and
concepts.
•
3. Application
• refers to the transfer of knowledge from one field of study to
another or from one concept to another concept on the same
discipline.
• Using or applying knowledge, putting theory into practice
• Demonstrating, solving problems

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Educ.6 – Assessment of Learning 2 CBSUA-College of Education

4. Analysis
• refers to the breaking down of the concept or idea into each
component and explaining the concept as the composition of
these concept.
• Interpreting elements, organizing, structuring
5. Synthesis
• refers to the opposite of analysis and entails putting together
the components in order to summarize the concept.
• Developing new unique structures, model, system, approaches
or ideas
• Build, create, design, establish, assemble, formulate.
6. Evaluating and reasoning
• refers to valuing and judgment or putting the “worth” of a
concept or principle.
• Judgment relating to external criteria
• Assess effectiveness of whole concept, in relation to values,
outputs, efficacy, and others.
Types of Reasoning
➢ Inductive reasoning uses specific facts or evidence to
infer general conclusions
➢ Deductive reasoning begins with general rule or principle
to infer specific conclusion or solutions
➢ Analytical reasoning requires examining components or
structure of something
➢ Comparative reasoning describes similarities and
differences between two or more items

3. Methods of High Quality Assessment

a. Appropriateness of assessment method
General Categories:
1) Written response instrument
Written response instrument includes objective test(multiple
choice, true or false, matching or short answer) test, essay,
examination and checklist.
➢ Objective test is appropriate for assessing the various level
of hierarchy of educational objectives
➢ Multiple choice test in particular can be constructed in such
a way as to test higher order thinking skills

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Educ.6 – Assessment of Learning 2 CBSUA-College of Education

➢ Essay can test the student grasp of the higher-level

cognitive skills particularly in the areas of application
analysis, synthesis and judgment.
Example:
(POOR) Write an essay about the First EDSA Revolution
(BETTER) Write an essay about the First EDSA Revolution
and their respective roles.
➢ Checklist list of several characteristics or activities
presented to the subjects of a study, where they will analyze
and place a mark opposite to the characteristics
2) Product rating scales – used to rate products.
Examples of product that are frequently rated in Education
✓ Book reports
✓ Maps
✓ Charts
✓ Diagram
✓ Notebooks
✓ Essays
✓ The classic “handwriting” scale used in the California
Achievement Test, Form W(1957)

3) Performance test – performance checklist

▪ It is used to determine whether or not an individual behaves
in a certain way when asked to complete a particular task.
▪ Consist of a list of behaviors that make up a certain type of
performance

4) Oral questioning – appropriate assessment method when the

objectives are to:
▪ Assess the students’ stock knowledge and/or
▪ Determine the students’ ability to communicate ideas in
coherent verbal sentences.

5) Observation and self-reports

▪ Useful supplementary methods when used in conjunction
with oral questioning and performance test.

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Educ.6 – Assessment of Learning 2 CBSUA-College of Education

b. Properties of Assessment Method

1) Validity
▪ Something valid is something fair
▪ A valid test is one that measures what it is supposed to
measure

Types of validity

Face validity – outward appearance of test, the lowest form of

test validity
• What do students thing of the test?
Construct validity – the test is loaded on a “construct” or factor
• Am I testing in the way I taught?
Content validity – content and format of the instrument
• Am I testing what I taught?
i. Students adequate experience
ii. Coverage of sufficient material
iii. Reflect the degree of emphasis

Criterion-related validity – the test is judge against a specific

criterion
• How does this compare with the existing valid test?

Test can be made more valid by making them more

subjective (open items)
▪ Validity- appropriateness, correctness, meaningfulness and
usefulness of the specific conclusions that a teacher reaches
regarding the teaching-learning situation.
2) Reliability
▪ Something reliable is something that works well and that you
can trust.
▪ A reliable test is consistent measure of what it is supposed to
measure
Questions:
✓ Can we trust the result of the test?
✓ Would we get the same results if the test were taken
again and scored by a different person?

Test can be made more reliable by making them

more objective (controlled items)

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Educ.6 – Assessment of Learning 2 CBSUA-College of Education

▪ Reliability is the extent to which an experiment, test or any

measuring procedure yields the same result on repeated
trials
▪ Equivalency reliability is the extent to which two item measure
identical concepts at an identical level of difficulty. Equivalency
reliability is determined by relating two sets of test scores to
one another to highlight the degree of relationship or
association.
▪ Stability reliability (sometimes called test, re-test reliability) is
the agreement of measuring instrument over time. To
determine stability, a measure of test is repeated on the same
subjects at a future date.
▪ Internal consistency is the extent to which test or procedure
assess the same characteristic, skill or quality. It is a
measure of the precision between the observers or of the
measuring instruments used in a study.
▪ Interrater reliability is the extent to which two or more
individual (coders or raters) agree. Interrater reliability
addresses the consistency of the implementation of a rating
system,

3) Fairness
The concept that assessment should be “fair” covers a number of
aspects
▪ Student knowledge and learning targets of assessment
▪ Opportunity to learn
▪ Prerequisite knowledge and skills
▪ Avoiding teacher stereotype
▪ Avoiding bias in assessment tasks and procedures
4) Positive consequences
▪ Learning assessments provide students with effective
feedback and potentially improve their motivation and/or
self-esteem. Moreover, assessments of learning gives
students the tools to assess themselves and understand
how to improve.

Positive consequence on students, teachers, parents

and other stakeholders

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Educ.6 – Assessment of Learning 2 CBSUA-College of Education

5) Practicality and efficiency

▪ Something practical is something effective in real situations
▪ A practical test is one which can be practically administered.
Questions:
❖ Will the test take longer to design than apply?
❖ Will the test be easy to mark?

Test can be made more practical by making it more

objective (more controlled items)
▪ Teacher familiarity with the method -teacher should be
familiar with the test
▪ Time required
▪ Complexity of administration - does not require too
much time
▪ Ease of scoring -
implementable
▪ Ease of interpretation
▪ Cost

4. REALIABILITY, VALIDITY AND PRACTICALITY

THE PROBLEM:
❖ The more reliable a test is, the less valid.
❖ The more valid a test is, the less reliable
❖ The more practical a test is, (generally) the less valid
THE SOLUTION:
❖ As in everything, we need a balance (in both exams and exam items)

6) Ethics in assessment – “Right and Wrong”

▪ Conforming to the standards of conduct of a given
profession or group
▪ Ethical issues that may be raised
i. Possible harm to the participants
ii. Confidentiality
iii. Presence of concealment or deception
iv. Temptation to assist students