1.

JARRY FUENTES MARYDEN ANDALECIO BEVERLY DADIVAS BSEd 3D-TLE

MARIA SHEILA D. SIMON, Ed. D. Course Facilitator
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.  To appraise educational instrumentalities To furnish instruction  To guide
learning  To motivate learning  To select students  To maintain standard
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
13.  Plan carefully for remediation Diagnose learning difficulties  Check upon each
phase of development  Enable one to clarify goals  Personality A well defined system
of evaluation:  Interest  Aptitude  Achievement  Research Areas of Educational
Evaluation  Diagnosis  Prediction Function of Evaluation
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.  How do I use what I've learned? Are my outcomes being met?  How do I teach
effectively?  What do I want students to learn? 
34. JARRY FUENTES BSEd 3D-TLE MARIA SHEILA D. SIMON, Ed. D. Course
Facilitator MARYDEN ANDALECIO BSEd 3D-TLE BEVERLY DADIVAS BSEd 3D-TLE
https://www.slideshare.net/jarry03/basic-concept-in-assessment

BASICCONCEPTIN ASSESSMENT
2. refers to the full range of information gathered and synthesized by teachers about
their students and their classrooms (Arends, 1994)Defined as any of a variety of
procedures used to obtain information about student performance (Linn and Miller,
2005) 
3.  is the systematic collection, review and use of information about educational
programs undertaken for the purpose of improving student learning and development is
a method for analyzing and evaluating student achievement or program success. 
4. Primary Purpose -to improve students’ learning and teachers’ teaching as both
respond to the information it provides. Other Purposes To facilitate Instructional
Function - it yields data to establish the extent of knowledge, skills, habits and attitudes
acquired by the students/learners.
5. - it specifies the strength and weaknesses of instruction and the needs and problems
of the students which must addressed. To facilitate administrative and supervisory
functions - Achieving and maintaining quality instruction is one of the foremost goals of
management.
6. - to the curriculum planners, the result of assessment can give them hard facts as
bases for revising and enriching the curricula. To foster better parent-teacher
relationship - assessment is a means by which teachers can keep the parents informed
of the progress made by their children.
7. ASSESSMENT RELATED PRINCIPLES (Corpuz and Salandanan, 2003) 1.
Assessment of learning is an integral part of the teaching-learning process o What
teachers shall do next after teaching his/her lesson is determined largely by the
assessment results gathered after conducting the lesson. 2. Assessment tools should
match with performance objectives. o The assessment tool and the test to be formulated
must be based on the performance objective.
8.  Intuitive-thinking (understanding) Sensing-feeling (interpersonal)  Sensing-
thinking (mastery) 3. The results of assessment must be fed back to the learners o
Teacher’s evaluation tasks such as quizzes, assignments and projects should be
marked and returned to the students immediately. 4. Teachers must consider the
learners, learning styles and multiple intelligences and so must come up with variety of
ways in assessing learning 4 learning styles (Silver, et.al 2000, p.11)
9.  Naturalist 5. It is pedagogical sound that the assessment shall give feedbacks
Intrapersonal  Interpersonal  Musical  Bodily-kinaesthetic  Spatial  Logical-
mathematical  Verbal linguistic Intuitive-feeling (self expressive) 8 multiple
intelligences 
10. If learning is a personal process, then the student is in the best position to measure
his/her own progress against the benchmark. 7. All students, even those from limited
backgrounds will have access to opportunities and therefore can achieve, then the bell
curve mentality must be abandoned (Danielson, 2002 as cited by Corpuz and
Salandanan, 2003) 8. Assessment of learning should never be used as punishment or
as a disciplinary measure. 9. Results of learning assessment must be communicated
regularly and clearly to parents6. Emphasize on self-assessment
11. NEED FOR EDUCATIVE ASSESSMENT SYSTEM (WIGGINS, 1998) 1. To improve
the teaching process of teachers and enhance learning performance of students. 2. To
provide helpful feedbacks to students, teachers, administrators, policy makers and other
education stakeholders.
12.  its main objective is to provide the learners with feedback on how they are doing
and thus help them to learn more effectively. It does not normally count towards a final
grade, mark or award, nor is it normally used to determine whether the learner will be
allowed to progress to a later stage of a course.MODES OF ASSESSMENT 1.
Formative Assessment
13. This includes:
14.  is normally carried out at the end of a programme of instruction or section thereof in
order to establish or measure what the learner has achieved. It differs from formative
assessment in that it generally does count towards a final grade, mark or award, or is
used to determine whether the learner is allowed to make progress through the
course.2. Summative assessment
15. This includes:
16.  The improvement of the individual learner.act of ascertaining or fixing the value or
worth of rating Chief Purpose of Evaluation Is the process of gathering and interpreting
evidence regarding the problems and progress of individuals in achieving desirable
educational goals. 
17.  To appraise educational instrumentalities To furnish instruction  To guide learning
 To motivate learning  To select students  To maintain standard Other Purposes of
Evaluation
18.  Evaluation should be democratic and cooperative. Evaluation should recognize
that the total individual personality is involved in learning.  Evaluation should be
continuous comprehensive and cumulative process.  Evaluation must be based on
previously accepted educational objectives. Principles of Educational Evaluation
19. Evaluation should take into consideration the limitations of the particular educational
situations.Evaluation should include all significant evidence from every possible source.
Evaluation should give opportunity to the pupil to become increasingly independent in
self- appraisal and self- direction. Evaluation should be positive and action- directed 
20.  It is used to find out to what extent student has already mastered the objectives of
the planned instruction. e.g. entrance exam. In this type of evaluation , learner's entry
behavior or capability is assessed to find out whether the student possess knowledge ,
skills and attitude needed to begin the course of instruction. TYPES OF EVALUATION
1. Placement Evaluation
21. Formative evaluations strengthen or improve the object being evaluated.It is
evaluation used to monitor student's learning progress during instruction with the
purpose of providing on going feedback to students and teachers regarding success and
failure of teaching/learning process. 2. Formative Evaluation
22.  This type of evaluation is concerned with finding out the reasons for student's
persistent or recurring learni3. Diagnostic Evaluation Observational techniques or
specially prepared diagnostic techniques can be used to diagnose the problem. It’s aim
is to find out the causes of learning problems and plan to take remedial actions. ng
difficulties that cannot be resolved by standard corrective measures or formative
evaluation .
23.  Though the results are primarily used for assigning the grades or for certifying
learners’ mastery of instructional objectives, they can also be used to give feed back on
the appropriateness of objectives and the effectiveness of instruction. This type of
evaluation is given at the end of the course or unit of instructions to find out which
student, to what extent has mastered the intended learning outcomes. 4. Summative
Evaluation
24. Assessment is the process of objectively understanding the state or condition of a
thing, by observation and measurement. Assessment of teaching means taking a
measure of its effectiveness. Evaluation is the process of observing and measuring a
thing for the purpose of judging it and of determining its “value,” either by comparison to
similar things, or to a standard. Evaluation of teaching means passing judgment on it as
part of an administrative process.
25. “Formative” assessment is measurement for the purpose of improving it.
“Summative” assessment is what we normally call “evaluation.”
26. o Is a systematic procedure to determine the presence or absence of certain
characteristics of qualities in a learner. o used to examine someone's knowledge of
something to determine what he or she knows or has learned. Testing measures the
level of skill or knowledge that has been reached.
27. Purpose: 1. Instructional o It will help students identify their own specific strengths
and weaknesses, making them more aware of how they can improve themselves. On
the other hand, it provide teachers with information that is helpful in providing more
effective instructional guidance for individual students and the whole class as well.
28. 2. Guidance o The results are useful in predicting an individual’s success in a field
study and aid him too in choosing an appropriate course of study. Mode of
Administration 1. Individual Test o These tests are administered on a one-on- one basis
using oral instructions. Ex. -Philippine Non-verbal Intelligence Test (PNIT)
29. -Wechsler for Preschool and Primary Scale of Intelligence (WPPSI) 2. Group Tests o
They are administered to a group of individuals. Ex. -Metropolitan Achievement Test
(MAT) -Standard Achievement Test (SAT)
30. Language Mode Test 1. Verbal Test o These are ordinarily paper and pencil test.
Words are necessary for the examinee to understand and respond to test items. Ex.
SRA Verbal, Personality & Interest Test 2. Non-Verbal Test o Usually they are paper
and pencil test but words are not used in giving meaning or responding to the test items.
31. o Such tests are the abstract ones usually figures, numbers or physical objects.
Format of Teacher –Made Test 1. Teacher-Made Test o These are test which measure
and assess student progress in terms of specific classroom objectives such as objective
and essay tests. o Examples of objective test are those given at the end of every unit or
chapter of the book.
32. 2. Standardized Test o These test that have been carefully constructed by expert in
the light of accepted objectives Types of Standardized Test a. Mental Ability or
Intelligence Test o Test which measures general mental ability without reference to
which the learner has learned in or out of school.
33. b. Aptitude Test o Test which measures the skills and potential of an individual,
which may predict future success. c. Achievement Test o Test which measures the
degree to which individual has mastered certain instructional objectives or specific
learning outcomes.
 34. d. Personality Test o Test which measures certain personality traits of an individual.
Ex. -Psychometric (16PF, EPPS) -projective Technique Tests (Thematic Apperception
Test, Draw a Person Test, etc.)
35.  Measures the numbers of items an individual can complete at a given time and it
also ,measures the level of Measures intangible aspects of behavior such as
intelligence, aptitude, interests, ability and personal-social adjustments. 3. Speed Test 
Measures results or effects of instruction 2. Psychological Test Other Classification of
Test 1. Educational Test
36.  Interpreting test results which describe the performance of the individual directly
such as “spelled 85 English Measures the individual’s ability to answer more and more
difficult items within a given field in which the items are arranged in increasing order of
difficulty. 5. Criterion Reference Test performance under time condition. 4. Power Test
37.  Determines how an individual’s performance compares that of others. This test
describe the performance of an examinee in terms of the relative position held in a
group. Ex. “Student A score better than 25% of the class”Words out of 150 words” or
“type 70 words per minute with 5 errors”. This test describe what an individual can do
with reference to the performance of others. 6. Norm Reference Test
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