Assessing Learning in Assessment Course

Republic of the Philippines
Davao Oriental State College of Science and Technology

Guang-guang, Dahican, Mati City, Davao Oriental
Assessment in Learning 1
with Focus on TM I
Learning Modules
Project WRITE XI: An Easy Guide for Course Pack making and Module Development
1
Course Title Assessment of Learning w/ Focus on TM I

This is a course that focuses on the principles, development
and utilization of conventional assessment tools to improve
the teaching-learning process. It emphasizes on the use of
Course Description testing for measuring knowledge, comprehension and other
thinking skills. It allows students to go through the standard
steps in test construction for quality assessment. It includes
competencies contained in the Trainer’s Methodology 1 of
TESDA.
Units / Credit Equivalent 3.0 Units
Course Outcomes Upon completing this course, BTLEd students are expected to
develop habits, attitudes, abilities, knowledge and skills in the
areas of Test Construction, Table of Specification, and
developing necessary document for Facilitating Learning
Sessions.
Learning Outcomes;
 Defined the basic concepts/terms of assessment;
 Discriminated the different purposes of assessment;
 Differentiated the different types of Assessment;
 Discussed the general principles of assessment;
 Explained the different guidelines for effective student assessment;
 Defined the following terms: goals, objectives, and educational objectives/ instructional
objectives,
 Write specific and general objectives;
 Formulated learning outcomes and learning activities;
 Determined observable outcome and non-observable learning outcomes;
 Identified the different levels of Bloom’s taxonomy; and
 Identified the different levels of Krathwohl’s 2001 revised cognitive domain.
2
TEMPLATE 2: Course pack Structure
Module Intended Learning Outcome/s Lessons
1 BASIC CONCEPTS IN
ASSESSMENT
 Defined the basic concepts/terms of
assessment;  Types of Assessment Procedures
 Discriminated the different  Modes of Assessment
purposes of assessment;  Guidelines for Effective Student
 Differentiated the different types of Assessment
Assessment;
 Discussed the general principles of
assessment;
 Explained the different guidelines
for effective student assessment.
2 ASSESSING LEARNING
OUTCOMES
 Defined the following terms: goals,  Purposes of Instructional Goals and

objectives, and educational objectives/ Objectives
instructional objectives,  Goals and Objectives
 Write specific and general objectives;  Types of Learning Outcomes
 Formulated learning outcomes and  Taxonomy of Educational Objectives
learning activities;  Criteria for Selecting Appropriate
 Determined observable outcome and Objectives
non-observable learning outcomes;  Bloom’s Revised Taxonomy
 Identified the different levels of
Bloom’s taxonomy; and
 Identified the different levels of
Krathwohl’s 2001 revised cognitive
domain.
3
TEMPLATE 3: Module Template
Module No. & Title Module 1: BASIC CONCEPTS IN ASSESSMENT
Welcome to first module Basic Concepts In Assessment. This

module contains learning materials and activities for you to
Module Overview complete. This module contains the Types of Assessment, Modes of
Assessment, and Guidelines for Effective Student Assessment. This
module also contains information sheets and activity sheets which
will enable you to test your understanding about the topics given.
 Defined the basic concepts/terms of assessment;
Objectives/Outcomes  Discriminated the different purposes of assessment;
 Differentiated the different types of Assessment;
 Discussed the general principles of assessment;
 Explained the different guidelines for effective student
assessment.
Module 1:
Lesson 1: Different terminologies: Assessment, Testing, Measurement and
Evaluation
Lessons in the module Lesson 2: Types of Assessment Procedures
Lesson 3: Modes of Assessment
Lesson 4: Guidelines for Effective Student Assessment
4
TEMPLATE 4: The Lesson Structure
Module No. and Title Module No. 1: BASIC CONCEPTS IN ASSESSMENT

Lesson 1. Different Terminologies: Assessment, Testing, Measurement and
Lesson No. and Title Evaluation
Lesson 2. Types of Assessment Procedures
Lesson 3. Modes of Assessment
Lesson 4. Guidelines for Effective Student Assessment
 Defined the basic concepts/terms of assessment;
 Discriminated the different purposes of assessment;
Learning Objectives  Differentiated the different types of Assessment;
 Discussed the general principles of assessment;
 Explained the different guidelines for effective student assessment.
Time Frame 3 weeks
This module contains information and suggested learning activities about the
basic concepts in assessment. Upon completing this module, report to your
Introduction teacher for assessment to check your achievement of knowledge and skills
requirements of this module. If you pass the assessment, you will be given
a certificate of completion.
PRE/DIAGNOSTIC ASSESSMENT
Directions: Read the statements carefully. Choose letter of your choice by writing on the space
provided.
_____1. It is one of the methods used to measure the performances of the learners.
a. Measuring b. Testing c. Assessing d. Evaluating
_____2. It refers to the different components and activities of different schools.
a.Test b. Measurement c.Evaluation d. Assessment
_____3. When do Placement Assessment occurs?
a.Beginning of instruction b. During instruction c. End of Instruction d. Both A&B
_____4. It is designed to measure number of items an individual can complete over a period of time.
a.Speed test b. Power test c. Individual test d. Mastery test
_____5. It is a type of assessment which the students choose their answer from a list of choices.
a.Traditional b. Alternative c. Formative d. Summative
5
Lesson 1 - Different Terminologies: Assessment,

INFORMATION SHEET 1.1
Testing, Measurement and Evaluation
Assessment, measurement and evaluation mean many different things. These terms are
sometimes used interchangeably in the field of education.
The term Assessment refers to the different components and activities of different schools. An
assessment can be used to student learning and in comparing student learning with the learning goals
of an academic program.
Assessment - it is defined as an act or process of collecting or interpreting information about

student learning.
Test- it is a formal and systematic instrument, usually paper and pencil procedure designed to
assess the quality, ability, skill or knowledge of students by giving a set of question in uniform
manner.
Testing - it is one of the different methods used to measure the level of performance or
achievement of the learners.
Measurement - it is a process of quantifying or assigning number to the individual’s

intelligence, personality, attitudes and values, and achievement of the students.
Evaluation - it refers to the process of judging the quality or what is good and what is
desirable. It is the comparison of data to a set of standard of learning criteria for the purpose of
judging the worth or quality.
Lesson 2 - Types of Assessment

Procedures
6
Classroom assessment procedures can be classified according to the nature of assessment,

format of assessment, use in the classroom instruction and methods of interpreting the results
(Gronlund and Linn, 2000).
Nature of Assessment
1. Maximum Performance - It is used to determine what individuals can do when performing at

their best.
Examples: Aptitude Tests and Achievement Tests
2. Typical Performance - It is used to determine what individuals will do under natural conditions.
Examples: Attitude, interests, personality inventories, observational techniques and peer
appraisal.
Format of Assessment
1. Fixed-choice Test - it is used to measure knowledge and skills effectively and efficiently.
Example: Standard multiple-choice test
2. Complex - performance Assessment - it is used to measure the performance of the learner in
context and on problems valued in their own right.
Examples: Hands-on laboratory experiment, projects, essays, oral presentation
Role of Assessment in Classroom Instruction
1. Beginning of Instruction
Placement Assessment - it is used to determine the prerequisite skills, degree of mastery of
the course objectives and the best mode of learning.
2. During Instruction
7
Formative Assessment - it is used to monitor the learning progress of the students during the
instruction.
Diagnostic Assessment - it is a type of assessment given at the beginning of instruction.
3. End of Instruction
Summative Test - is a type of assessment usually given at the end of a course unit.
Methods of Interpreting the Results
1. Norm-referenced Interpretation - it is used to describe student performance according to

relative position in some known group.
Example: ranks 5th in a classroom group of 40.
2. Criterion-referenced Interpretation - it is used to describe student performance according to a

specified domain of clearly defined learning tasks.
Example: divide three-digit whole numbers correctly and accurately
OOTHER TYPES OF TEST
Non-Standardized Test versus Standardized Test

1. Non-Standardized Test - it is a type of test developed by teachers.
2. Standardized Test - it is a type of test developed by test specialists. It is administered,
scored and interpreted using a certain standard condition.
Objective Test versus Subjective Test

1. Objective Test - it is a type of test in which two or more evaluators give an examinee the
same score.
2. Subjective Test- it is a type of test in which the scores are influenced by the judgment of the
evaluators, meaning there is no one correct answer.
Supply Test versus Fixed-response Test
8
1. Supply Test - it is a type of test that requires the examinees to supply an answer.
Example: essay, completion or short item tests
2. Fixed - response test - it is a type of test that requires the examinees to select an answer
from a given option
Example: Multiple-choice test, Matching type or True or False
Individual Test versus Group Test
1. Individual Test - is a type of test administered to student on a one-on-one basis using

oral questioning
2. Group Test - is a type of test administered to a group of individuals or group of
students.
Speed Test versus Power Test
1. Speed Test - it is designed to measure number of items an individual can complete over
a certain period of time.
2. Power Test - it is designed to measure the level of performance rather than speed of
response.
Mastery Test versus Survey Test

1. Mastery Test - it is a type of achievement test that measures the degree of mastery of a
limited set of learning outcomes using criterion-reference to interpret the result.
2. Survey Test - it is a type of test that measures students’ general achievement over a
broad range of learning outcomes using norm-reference to interpret the result.
Lesson 3 - Modes of Assessment

9
Traditional Assessment
This refers to standardized testing that uses questions with a limited number of answer
choices. It includes multiple choices, true or false and some short answer responses.
Alternative Assessment
This is a form of student performance grading that allows for a more holistic approach
to student assessment.
Performance-based Assessment
This measures students' ability to apply the skills and knowledge learned from a unit
or units of study.
Portfolio Assessment
It is a collection of student work that can exhibit a student's efforts, progress, and
achievements in various areas of the curriculum. A portfolio assessment can be an examination of
student-selected samples of work experiences and documents related to outcomes being assessed, and
it can address and support progress toward achieving academic goals, including student efficacy.
Lesson 4 - Guidelines for Effective

Student Assessment
10
Effective assessment design enhances student learning, and engages students with different
learning styles. Assessment influences what a student interprets to be the important learning goals for
a course. The assignments we design constitute the means by which we assess student learning. In the
best case scenario, assessments should be aligned with course goals and objectives. The following
guidelines will help you to design assessments that promote your students’ learning.
1. Effective assessment requires a clear concept of all intended learning outcomes.

2. Effective assessment requires that a variety of assessment procedures should be used.
3. Effective assessment requires that the instructional relevance of the process should be
considered.
4. Effective assessment requires an adequate sample of student performance.
5. Effective assessment requires that the procedures must be fair to everyone.
6. Effective assessment requires specifications of criteria of judging successful performance.
7. Effective performance requires feedback to students emphasizing strengths of performance
and weaknesses to be corrected.
8. Effective assessment must be supported by comprehensive grading and reporting system.
SELF-CHECK
11
General Instructions: Read carefully the following statements. Provide what is being asked on the
given number items. Cite the reference of the answer if it needs researching using APA
format. PARAPHRASING is highly recommended.
A. Restricted Essay
In a maximum number of ten (10) sentences, define the basic concepts of assessment using
different reference/s. Answers will be rated using the rubric below.
Features Expert (4) Accomplished (3) Capable (2) Beginner (1)

Very Somewhat Give some new Gives no new
Quality of informative informative and information but information and
Writing and well organized poorly poorly
organized organized organized
So many
Spelling and Virtually no Few spelling and A number of spelling,
Grammar spelling, punctuation grammar, grammar and
punctuation or errors, minor spelling and punctuation
grammatical grammatical punctuation error that it
errors errors errors interferes the
meaning.
Sentence Count The paragraph The paragraph has The paragraph The paragraph
has 9-10 7-8 sentences has 6 sentences has 5 sentences
sentences
QUESTIONS/STATEMENTS
1. In a maximum number of ten (10) sentences, define the basic concepts of assessment using
different reference/s.
2. How does diagnostic assessment differ from placement assessment?
12
3. Present and discuss at least 3 assessment guidelines.
B. Using a Venn diagram, differentiate norm-referenced interpretation from criterion-

referenced interpretation.
C. Fill in the matrix below by supplying the different purposes of assessment.
13
Classification Type of Assessment Function/Purpose of

Assessment
Placement
Use in classroom instruction Formative
Diagnostic
Summative
Methods of Interpreting Criterion-referenced

Results
Norm-referenced
Reference/s:
Module 1 references:
14
Gabuyo, Y. (2012). Assessment of Learning 1. Rex Bookstore. 856 Nicanor Reyes, Sr.
St.,Sampaloc, Manila, Philippines.
n.a (2020). Basic concepts in Assessment. Retrieved from

https://www.studocu.com/ph/document/our-lady-of-fatima-university/assessment-in-
learning-2/lecture-notes/basic-concepts-in-assessment/2733208/view
The Harriet W. Sheridan Center of Teaching and Learning (2020). Guidelines for Assessing
Student Learning. Retrieved form https://www.brown.edu/sheridan/teaching-learning-
resources/teaching-resources/course-design/classroom-assessment/guidelines
The Harriet W. Sheridan Center for

Teaching and Le
Prepared by:
DIANE MARGARET G. VAQUILAR, LPT

Faculty
Module No. and Title Module No. 2 ASSESSING LEARNING OUTCOMES

Lesson 1: Purposes of Instructional Goals and Objectives
Lesson 2: Types of Learning Outcomes
Lesson 3: Taxonomy of Educational Objectives
15
Lesson No. and Title Lesson 4: Criteria for Selecting Appropriate Objectives
Lesson 5: Bloom’s Revised Taxonomy
Learning Outcomes  Defined the following terms: goals, objectives, and educational objectives/
instructional objectives,
 Write specific and general objectives;
 Formulated learning outcomes and learning activities;
 Determined observable outcome and non-observable learning outcomes;
 Identified the different levels of Bloom’s taxonomy; and
 Identified the different levels of Krathwohl’s 2001 revised cognitive domain.
Time Frame 4 weeks
This module contains information and suggested learning activities

Introduction on how to assess learning outcomes. Upon completing this module, report to
your teacher for assessment to check your achievement of knowledge and
skills requirements of this module.
PRE/DIAGNOSTIC ASSESSMENT
Directions: Read the statements below. Choose the letter of your choice and write it on the space
provided.
_____1. It is a broad statement of general outcomes that do not include specific level of performance.
a. objective b. goal c. behavioral term d. learning outcomes
_____2. It is one of the three domains which call for outcomes of mental activity.
a. Cognitive b. Affective c. Psychomotor d. taxonomy
_____3. It is the level of Bloom’s taxonomy which justifies a stand or position
a.Creating b. Remembering c. Understanding d. Evaluating
_____4. An educator who constructed the levels of taxonomy and uses nouns as behavioral terms.
a.Anderson b. Bloom c. Krathwohl d. James
_____5. The level in the taxonomy which promotes recalling is ___________.
a.Understanding b. Remembering c. Applying d. Creating
Lesson 1 - Purposes of Instructional

Goals and Objectives
16
Instructional goals and objectives play a very important role in both instructional process and
assessment process. This serves as a guide both for teaching and learning process, communicate the
purpose of instruction to other stakeholders and to provide guidelines for assessing the performance
of the students.
1. It provides direction for the instructional process by clarifying the intended learning
outcomes.
2. It conveys instructional intent to other stakeholders such as students, parents, school
officials and the public.
3. It provides basis for assessing the performance of the students by describing the
performance to be measured.
GOALS AND OBJECTIVES
The terms goals and objectives are two different concepts but they are related to each other. Goals
and objectives are very important. Goals can never be accomplished without objectives and you
cannot get the objectives you want without the goals. This means that goals and objectives are both
tools that are needed to accomplish what you want to achieve.
Goal, General Educational Program Objectives and Instructional Objectives
Goals - A broad statement of very general educational outcomes that do not include specific level
of performance. Examples: learn problem solving skills; develop high level thinking skill
General Educational Program Objectives - More narrowly defined statements of educational

outcomes that apply to specific educational programs, formulated on the annual basis, developed by
program coordinators, principals and other school administrators.
Instructional Objectives - Specific statement of the learners behavior or outcomes that are
expected to be exhibited by the students after completing a unit of instruction.
FOUR MAIN THINGS THAT OBJECTIVES SHOULD SPECIFY
17
1. Audience - Who are the specific people the objectives are aimed at?
Example: At the end of sixty-minute period, the students will be able to:
2. Observable Behavior - What do you expect them to be able to do? This should be an overt,
observable behavior, even if the actual behavior is covert or mental in nature. If you cannot see it,
hear it, touch it, taste it, or smell it, you cannot be sure your audience really learned it.
3. Special Conditions - the behavior must be displayed by the students. How? Under what
circumstances will the learning occur?
4. Stating Criterion Level - The criterion level of acceptable performance specifies how many of
the items must the students answer correctly from the teacher to attain his/her objectives.
TYPES OF EDUCATIONAL OBJECTIVES
Educational objectives are also known as instructional objectives. There are two types of
educational objectives. These are:
1. Specific or Behavioral Objectives - this is a precise statement of behavior to be exhibited by

the students.
Example: List the months of the year in proper order from memory with 100% accuracy
2. General or Expressive Objectives - The statements are usually not specified and the criterion
of the performance level is not stated.
Example: Visit Manila Zoo and discuss what was of interest.
Instructional objective is a clear and concise statement of skill that the students are expected to
perform or exhibit after discussing a certain lesson or unit of instruction.
When a teacher developed instructional objectives, he must include an action verb that
specifies learning outcome. Some educators and education students are often confused with learning
outcome and learning activity
An activity that implies a certain product or end result of instructional objectives is called
learning outcome. If you write an instructional objectives as a means or processes of attaining the end
product, then it is considered as learning activity. Hence, revise it so that the product of the activity is
Learning Activities Learning Outcomes stated.
study identify
read write Examples:
watch recall
listen list
Lesson 2- Types of Learning Outcomes
18
After developing learning outcomes, the next step the teacher must consider is to identify
whether the learning outcome is stated as a measurable and observable behavior or non-measurable
or non-observable behavior.
The following are examples of verbs in terms of observable learning outcomes and non-
observable learning outcomes.
Observable Learning Non-Observable

Outcomes Learning outcomes
draw understand
build appreciate
list value
recite know
add Be familiar
TYPES OF LEARNING OUTCOMES TO CONSIDER
1. Knowledge
1.1 Terminology
1.2 Specific Facts
1.3 Concepts and principles
1.4 Methods and procedures
2. Understanding
2.3 Written material, graphs, maps, and numerical data
2.4 Problem situations
3. Application
3.1 Factual information
3.4 Problem solving skills
4. Thinking skills
4.1 Critical thinking
4.2 Scientific thinking
5. General skills
5.1 laboratory skills
5.2 Performance skills
5.3 Communication skills
5.4 Computational skills
19
5.5 Social skills
6. Attitudes
6.1 Social attitudes
6.2 Scientific attitudes
7. Interests
7.1 Personal interests
7.2 Educational interest
7.3 Vocational interest
8. Appreciations
8.1 Literature art, music
8.2 Social and scientific achievements
9. Adjustments
9.1 Social adjustments
9.2 Emotional adjustments
Lesson 3- Taxonomy of Educational

Objectives
20
Taxonomy of Educational Objectives is a useful guide for developing a comprehensive list of

instructional objectives. A taxonomy id primarily useful in identifying the types of learning outcomes
that should be considered in developing a comprehensive list of objectives for classroom instruction.
Benjamin Bloom, a well-known psychologist and an educator, took the initiative to lead in
formulating and classifying the goals and the objectives of the educational process. These are:
1. Cognitive Domain - it is called for outcomes of mental activity such as memorizing,

reading, problem solving, analyzing, synthesizing, and drawing conclusions.
2. Affective Domain - it describes the learning objectives that emphasize a feeling tone, an
emotion or a degree of acceptance or rejection.
3. Psychomotor Domain - it is characterized by the progressive levels of behaviors from

observation to mastery of physical skills. This includes physical movement and of the motor-
skill areas.
There are three taxonomies. Which of the three to use for a given measurable student outcome
depends upon the original goal to which the measurable student outcome is connected. There are
knowledge-based goals, skills-based goals, and affective goals (affective: values, attitudes, and
interests); accordingly, there is a taxonomy for each. Within each taxonomy, levels of expertise are
listed in order of increasing complexity. Measurable student outcomes that require the higher levels of
expertise will require more sophisticated classroom assessment techniques.
BLOOM’S TAXONOMY 1956
21
The bottom line is this: you cannot evaluate unless you can synthesize, you cannot synthesize if
you cannot analyze, you cannot analyze if you cannot apply, you cannot apply if you cannot
comprehend, and you cannot comprehend if you do not know. You need to have knowledge first and
foremost before you can do any of these things. That means learning the basics of letters and sounds,
numbers, basic arithmetic (meaning, memorizing addition, subtraction, multiplication, and division
tables), spelling, grammar, story structure, and basic knowledge of science, history, and social studies.
BLOOM’S REVISED TAXONOMY 2001
22
Lorin Anderson, a former student of Bloom together with Krathwohl, revised the
Bloom’s taxonomy of cognitive domain in the mid-90’s in order to fit the more outcome-focused
modern education objectives.
There are two major changes: (1) the names in the six categories from noun to active
verb, and (2) the arrangement of the order of the last two highest levels as shown in the given figure
above.
23
Table of the Revised Cognitive Domain
24
Table of the Revised Affective Domain
25
Table of Revised Psychomotor Domain
26
Lesson 4- Criteria for Selecting Appropriate

Objectives
1. The objectives should include all important outcomes of the course or subject matter.
27
2. The objectives should be in harmony with the content standards of the state and with the
general goals of the school.
3. The objectives should be in harmony with the sound principles of learning.
4. The objectives should be realistic in terms of the abilities of the students, time and the
available facilities.
Clear Statement of Instructional Objectives

2 steps:
1. Sate the general objectives of instruction as intended learning outcomes.

2. List under each objective a sample of the specific types of performance that students
should be able to demonstrate when they have achieved the objective.
Examples:
1. Understand the principles of high quality assessment

1.1 Enumerates the principles of high quality assessment
1.2 Describes each principle in their own words
1.3 Identifies examples of each principle
1.4 Distinguishes between two given principles
1.5 Explains the relationship between the given principles
SELF-CHECK
General Instructions: Read carefully the following statements. Provide what is being asked on the
given number items. Cite the reference of the answer if it needs researching using APA
format. PARAPHRASING is highly recommended.
I. Define the following using a matrix.
Goals Objectives Instructional objectives
28
II. Download a Trainer’s Regulation from TESDA for Home Economics Strand. Using the Unit
of Competency of the specialization, CONSTRUCT at least 5 learning outcomes and its
corresponding learning activities. Write your answers in matrix form.
III. Read the given words. Determine whether the word/s is/are observable (OLO) or non-
observable learning outcomes (NOLO). Tick the box of your desired answers.
Learning Outcomes OLO NOLO

know
modify
extrapolate
learn
understand
compute
criticize
familiarize
manipulate
subdivide 29
value
IV. Using the table below, formulate possible objectives that may help the indicated goal.
Write your answers on the space provided.
GOAL OBJECTIVES
Process foods by salting,

curing and smoking
Cook meat dishes
Provide housekeeping services

to client
V. Draw, identify and differentiate the levels of Bloom’s Taxonomy (1956) and the
Revised Taxonomy by Krathwohl and Anderson (2001). Use the space below.
30
VI. Read the following sentences. Identify the different levels of Bloom’s Taxonomy. Write
your answer on the space provided.
________________1. It is one of the levels of Bloom’s taxonomy which justifies a stand or position.
________________2. This level shows the breaking of ideas into parts.
________________3. This level uses old concepts to create new ideas.
________________4. The level of Bloom’s taxonomy which aims to produce new or original work.
31
________________5. This is the level where the gathered knowledge and information will be used to
gain new ideas.
________________6. This is the level where behavioral terms such as list, recall and name are being
used.
________________7. This is the level where behavioral terms such as manipulate, employ and
perform are being used.
________________8. This is the level which explains ideas or concepts.
________________9. The level in Bloom’s taxonomy which translates and interpret ideas and
information gained.
_______________10. The level where terms explain and express are being used.
References
Armstrong, P.,(2020). Bloom’s Taxonomy. Retrieved from https://cft.vanderbilt.edu/guides-

sub-pages/blooms-taxonomy/
Gabuyo, Y. (2012). Assessment of Learning 1. Rex Bookstore. 856 Nicanor Reyes, Sr.
St.,Sampaloc, Manila, Philippines.
32
The Center of Teaching and Learning (n.d). Bloom’s Taxonomy of Educational Objectives.
Retrieved from https://teaching.uncc.edu/services-programs/teaching-guides/course-
design/blooms-educational-objectives
n.a.,(2015). Bloom’s Taxonomy of Learning Domain. Retrieved

http://www.nwlink.com/~donclark/hrd/bloom.html
Prepared by:
DIANE MARGARET G. VAQUILAR, LPT

Faculty
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Republic of the Philippines

Davao Oriental State College of Science and Technology

Course Title Assessment of Learning w/ Focus on TM I

TEMPLATE 2: Course pack Structure

Module Intended Learning Outcome/s Lessons

 Defined the following terms: goals,  Purposes of Instructional Goals and

TEMPLATE 3: Module Template

Module No. & Title Module 1: BASIC CONCEPTS IN ASSESSMENT

Welcome to first module Basic Concepts In Assessment. This

TEMPLATE 4: The Lesson Structure

Module No. and Title Module No. 1: BASIC CONCEPTS IN ASSESSMENT

a. Measuring b. Testing c. Assessing d. Evaluating

_____2. It refers to the different components and activities of different schools.

a.Test b. Measurement c.Evaluation d. Assessment

_____3. When do Placement Assessment occurs?

a.Beginning of instruction b. During instruction c. End of Instruction d. Both A&B

a.Speed test b. Power test c. Individual test d. Mastery test

a.Traditional b. Alternative c. Formative d. Summative

Lesson 1 - Different Terminologies: Assessment,

Assessment - it is defined as an act or process of collecting or interpreting information about

Measurement - it is a process of quantifying or assigning number to the individual’s

Lesson 2 - Types of Assessment

INFORMATION SHEET 1.2

Classroom assessment procedures can be classified according to the nature of assessment,

1. Maximum Performance - It is used to determine what individuals can do when performing at

Role of Assessment in Classroom Instruction

Methods of Interpreting the Results

1. Norm-referenced Interpretation - it is used to describe student performance according to

2. Criterion-referenced Interpretation - it is used to describe student performance according to a

OOTHER TYPES OF TEST

Non-Standardized Test versus Standardized Test

Objective Test versus Subjective Test

Supply Test versus Fixed-response Test

Individual Test versus Group Test

1. Individual Test - is a type of test administered to student on a one-on-one basis using

Speed Test versus Power Test

Mastery Test versus Survey Test

Lesson 3 - Modes of Assessment

INFORMATION SHEET 1.3

Lesson 4 - Guidelines for Effective

INFORMATION SHEET 1.4

1. Effective assessment requires a clear concept of all intended learning outcomes.

Features Expert (4) Accomplished (3) Capable (2) Beginner (1)

2. How does diagnostic assessment differ from placement assessment?

3. Present and discuss at least 3 assessment guidelines.

B. Using a Venn diagram, differentiate norm-referenced interpretation from criterion-

C. Fill in the matrix below by supplying the different purposes of assessment.

Classification Type of Assessment Function/Purpose of

Use in classroom instruction Formative

Methods of Interpreting Criterion-referenced

n.a (2020). Basic concepts in Assessment. Retrieved from

The Harriet W. Sheridan Center for

DIANE MARGARET G. VAQUILAR, LPT

Module No. and Title Module No. 2 ASSESSING LEARNING OUTCOMES

This module contains information and suggested learning activities

a. objective b. goal c. behavioral term d. learning outcomes

a. Cognitive b. Affective c. Psychomotor d. taxonomy

_____3. It is the level of Bloom’s taxonomy which justifies a stand or position

a.Creating b. Remembering c. Understanding d. Evaluating

a.Anderson b. Bloom c. Krathwohl d. James

_____5. The level in the taxonomy which promotes recalling is ___________.

a.Understanding b. Remembering c. Applying d. Creating

_5. The level in the taxonomy which promotes recalling is _______.