Assessment

Definition
II. TYPICAL
 It is the process of collecting information PERFORMANCE
about a learner’s performance using a
variety of methods and tools.
 It shows what the students will do or
Nature of assessment choose to do. It assesses how a
learners’’ ability is evident if
demonstrated on a regular basis.
I. MAXIMUM
PERFORMANCE  It is more focused on the learner’s
motivation rather than his optimal ability.
 It is achieved when learners are
 These include attitude, interest and
motivated to perform well.
personality inventories; observation
techniques; and peer appraisals.
 Assessment results from maximum
performance manifest that students can
 Personality and interest inventories
do at their level best - their abilities and
provide insights into a learner’s
achievements.
personality traits, interests and potential
career preferences.
 In this category, students are
encouraged to aim for a high score.
 Some observational techniques include
scoring rubrics, anecdotal records,
Examples:
portfolios, checklists and rating scales.
 Achievement Tests

 An achievement test is a measure of an

individual's competency in a specific
area.

 Spelling Tests, Arithmetic Tests,

Periodical Tests

 Aptitude tests

 It measures a learner’s ability or

capacity to learn.

 It conveys to teachers and other

evaluators how a learner is likely to
perform in school – his/her propensity to
succeed.
Purposes of 3. ASSESSMENT OF
LEARNING
assessment
 It is summative and done at the end of
1. Assessment for learning the unit, task, process or period.

 It pertains to diagnostic and formative  It provides evidence of a student’s level

assessment tasks which are used to
determine learning needs, monitor
academic progress of students during a
unit or block of instruction and guide
instruction.
of achievement in relation to curricular
outcomes.
 Unit tests and final projects are typical
examples.

 Students are given on-going and Note:

immediate descriptive feedback
concerning their performance.
Examples: Pre-tests, written assignments,
quizzes, concept maps
2. Assessment as learning
It is used for grading, evaluation and reporting
purposes. Evaluative feedback on the student’s
proficiency level is given to the students
concerned, likewise to his parents and other
stakeholders.

 It employs tasks or activities that provide

students with an opportunity to monitor
and further their own learning – to think
about their personal learning habits and
how they can adjust their learning
strategies to achieve their goals.

 It involves metacognitive processes like

reflection and self-regulation to allow
students to utilize their strengths and
work on their weaknesses by directing
and regulating their learning.

Ex. Self and Peer-assessment rubrics and

portfolios
Role of Assessment In
classroom instructional
* Assessment enhances learning in the instructional
processes if the result provides feedbacks to both
students and teachers.
* The information obtained from the assessment is used
to evaluate the teaching methodologies and strategies
of the teacher
* It also used to make teaching decisions.
* The result of assessment is used to diagnose the
learning problems of the students.
* Diagnostic Assessment
~ It is a type of assessment given at the beginning of
the instruction. It aims to identify the strengths and
weaknesses of the students regarding the topic to be
discussed.
* Summative Assessment
~ A type of assessment usually given at the end of
course unit. The purpose of summative assessment is to
determine the following:
°Instructional objectives achieved
°Certify the student’s mastery
°Provide information for judging
°Effectiveness of instruction

The 4 Roles of Assessment

used in instructional
processes
* Placement Assessment
~ The purpose of placement assessment is to
determine the prerequisite skills, degree of mastery of
the course the best more of learning.

During instruction
* During the instructional process the main concern of a
classroom teacher is to monitor the learning progress of
the students.

* The teacher should assess whether the students

achieved the intended learning outcomes set for a
particular lesson.

* Formative Assessment
~ It is a type of assessment used to monitor the
learning progress of the students during instruction. The
purpose of formative assessment is the following:
°Immediate feedback
°Identify learning errors
°Modifying instruction
°Improve both learning and instruction
A. COGNITIVE
(KNOWLEDGE-BASED)
B. PSYCHOMOTOR (SKILL-BASED)
C. AFFECTIVE
(VALUES, ATTITUDES AND INTERESTS)

Knowledge and simple understanding-pertains to mastery of
substantive subject matter and procedure. In the revised
Bloom’s taxonomy, this covers the lower order thinking
skills of remembering, understanding and applying.
 Selected –response and constructed –response
items are best in assessing low-level learning
targets in terms of coverage and efficiency.
 Oral questioning can be used to assess knowledge
and simple understanding but it is not as efficient
as selected-response items.
 Reasoning is the manipulation and use of
knowledge in critical and creative ways.
 Deep understanding and reasoning- involve higher
order thinking skills of analyzing, evaluating, and
synthesizing.
 Selected and brief-constructed response items-
they demand more thought and time in crafting in
order to target understanding rather than simple
recall or rote memorization.
Skills –performance assessment is obviously the superior
assessment method.
 when used in real-life and meaningful context, it
becomes an ‘authentic assessment”.
 Performance assessment-are suited for applications
with less-structured problems where problem
identification.
 They are used when students are tasked to conduct
an oral presentation or physical performance or
create a product.
Production –are most adequately assessed through
performance tasks. Its substantial and tangible output that
showcases a student’s understanding of concepts and skills
and their apply, analyze, evaluate and integrate those
concepts and skills
 Examples of products include musical compositions,
stories, poems, research studies, drawings, model
constructions and multimedia materials.
 performance assessment is the obvious choice
because this method can assess the attributes of
the product using an analytic rubric.
 Observation can be employed to watch and inspect
how students bring the elements of the product
together.
Self –assessment and peer evaluation in a formative
assessment allow student to reflect and make judgements
about the quality of their work and that of their peers based
on a set of leaning criteria.
Affect – pertains to attitude, interests and values student’s
manifest. The best method for this learning target is self-
assessment.
 Commonly, this is the form of student’s responses
to self-report affective inventories using rating
scales.
 There are two variables influence by teachers who
employ assessment formatively in their classes:
- academic efficacy (perceived ability to
succeed and sense of control over one’s
academic well-being) and

 -eagerness to learn.

 student’s behavior and reactions to instructional

activities are certainly perceptible.

 Observation is also a good too assess effective

qualities like wellness, honesty/integrity, personal
discipline, etc.

 Oral questioning may also work in assessing

effective traits. Telling and enlightening results can
be obtained when the student is honest in
revealing his/her. As performance assessment, this
method can be used to assess a student’s affect
when the teacher conducts observations during
execution of the task.

 The K to 12 Basic Curriculum has a balanced

assessment program. It utilizes both traditional and
authentic assessment tools and techniques to get
valid and reliable evidences of student learning.