DON JOSE ECLEO MEMORIAL FOUNDATION COLLEGE OF SCIENCE IN TECHNOLOGY

SECOND YEAR BACHELOR OF ARTS IN ENGLISH LANGUAGE

ASSESSMENT AND EVALUATION’S

IMPACT ON ACADEMIC PERFORMANCE
OF THE HIGHER EDUCATION STUDENTS
IN THE DJEMFCST

By
JEFCY QUEEN M. NIEVA

SUBMITTED TO: CHRISTIAN IAN M. MANTE

September 2021
Introduction

Frequent review and assessment of student performance was one of the five variables

Edmonds proposed based on school effectiveness research. As a result, evaluation and

assessment have been cited as part of a limited range of effectiveness boosting

circumstances since the early days of effective school research (Edmonds, 1979).

At all levels of the educational system, evaluation and assessment are increasingly seen

as possible change levers that may help with decision-making and continuous

improvement (OECD, 2013; Parr & Timperley, 2008). The basic problem in this chapter

is the impact of evaluation and assessment on student achievement. Evaluation and

assessment are considered as circumstances that improve effectiveness in line with the

history of effective schools. The influence of evaluation and assessment at the school

and classroom level will be the emphasis. Evaluation and assessment results give

emphasis and direction for remedial and improvement-oriented work, while also

appealing to children' and teachers' success drive. To summarize, evaluation and

assessment have an impact on student accomplishment by giving substantive focus and

normative achievement targets, appealing to achievement motivation, and promoting

learning through appropriate feedback. The influence of evaluation and assessment on

educational success will next be explored in previous meta-analyses. The main body of

this chapter follows these introductory sections and explains the methodologies and
findings of a meta-analysis on the effects of evaluation and assessment on students'

cognitive achievement.
CONCEPTUAL/THEORITICAL FRAMEWORK

This research is grounded in the Continual Improvement Theory. Teachers, according to

the belief, are driven and motivated to make changes. They are, without a doubt,

inquisitive innovators who are eager to explore new things. Formative assessments

boost student progress when utilized between and throughout units of study. In fact,

according to a 1998 study, formative evaluations can have an effect size of 0.4 to 0.7

on standardized examinations. When teachers use formative assessments, they also

report higher job satisfaction.

Each of these cases has a plethora of assessment opportunities. Indeed, Hein and

Price (1994) claim that any activity a student engages in can be utilized to assess them.

This implies there will never be a scarcity of possibilities, and evaluation can take place

at any time. One of the teacher's responsibilities is to use meaningful learning events as

relevant assessment opportunities. When formative assessment is made a regular

component of the classroom routine, student achievement improves (Black & Wiliam,

1998a; Crooks, 1988; Fuchs & Fuchs, 1986). However, as described in the previous

chapter, research shows that teachers, principals, parents, and the general public do

not always appreciate the importance of this form of evaluation, and it is rarely

articulated or highlighted as a priority.

REVIEW OF RELATED LITERATURE
Another researcher was gathered for this study from various sources. This study

will serve as a guide and source of information. Finding out what research has already

been done and identifying what is unknown within this conducted research should be

possible with the help of related literature.

Local studies
Assessment & Evaluation in Higher Education is a well-established international

refereed publication that publishes papers and reports on all areas of assessment and

evaluation in higher education's numerous disciplines. The goal of the journal is to

improve knowledge of assessment and evaluation procedures and processes,

particularly as they relate to student learning, as well as course, staff, and institutional

growth. Practical, research-based, or reflective works that assist to illuminate the

everyday practice of assessment and evaluation in higher education are welcome in

Assessment & Evaluation in Higher Education. The journal is aimed at all high school

students.

Foreign Studies

As previously stated, assessment refers to a related set of measures used to determine

a complex attribute of an individual or a group of individuals, according to Brown

(1990). This entails gathering and interpreting data on a student's progress toward

learning objectives. Assessments are also used to identify individual student strengths

and weaknesses so that educators can provide specialized academic support,

educational programming, or social services. Furthermore, assessments are created by

a diverse range of groups and individuals, including teachers, district administrators,

and others. Assessment is crucial because it motivates students to study. Most

students, whether they like it or not, tend to focus their energies on the best or most

expedient manner to pass their "tests." We may utilize our evaluation strategies to

control the types of learning that take place based on this knowledge. Assessment

procedures that focus primarily on knowledge recall, for example, are prone to promote

superficial learning. On the other side, we are more likely to see higher levels of student

performance or achievement if we use evaluation procedures that require critical

thinking or creative problem solving.

ASSESSMENT AND
EVALUATION IN
EDUCATION
By: Tomás de Aquino Caluyua
Yambi
2018
1. Introduction
Unleashing the potential of
continuous improvement in
teaching/learning
requires an appreciation of the
difference in spirit between
assessment and evaluation.
Assessment is frequently
confused and confounded with
evaluation. The purpose of
an evaluation is to judge the
quality of a performance or
work product against a
standard. The fundamental
nature of assessment is that a
mentor values helping a
mentee and is willing to
expend the effort to provide
quality feedback that will
enhance the mentee's future
performance. While both
processes involve collecting
data about a performance or
work product, what is done
with these data in each
process is substantially different
and invokes a very different
mindset. This paper first
looks at what assessment is and
the various aspects involving.
Then attention will be
turn to evaluation and its
components. Furthermore, it
will look at testing as a tool
used by both assessment and
evaluation, lastly some
differences between assessment
and evaluation will be
presented.
2. Epistemology of
Assessment and Evaluation
Assessment and Evaluation
are two different concepts
with a number of
differences between them
starting from the objectives
and focus. Before we go into
details about these differences
that set assessment and
evaluation apart, let us first pay
attention to the two words
themselves. According to the
Webster Dictionary (2017),
assessment means appraisal.
Then, according to the same
dictionary, evaluation is
estimation or determining the
value of something. So, these
processes are used in the
field of education very often
to test the quality of teaching
and learning processes.
That is done to let the
educational institutes find out
what more can be done to
improve the education offered
by those educational institutes.
3. What is Assessment
As stated above, and according
to Brown, (1990) assessment
refers to a related
series of measures used to
determine a complex attribute
of an individual or group of
individuals. This involves
gathering and interpreting
information about student level
of attainment of learning goals.
Assessments also are used to
identify individual student
weaknesses and
strengths so that educators
can provide specialized
academic support educational
programming, or social
services. In addition,
assessments are developed by
a wide
array of groups and
individuals, including teachers,
district administrators,
2
universities, private
companies, state departments
of education, and groups that
include a combination of these
individuals and institutions.
In classroom assessment, since
teachers themselves develop,
administer and analyze
the questions, they are more
likely to apply the results of the
assessment to their own
teaching. Therefore, it provides
feedback on the effectiveness of
instruction and gives
students a measure of their
progress. As Brown (1990)
maintains, two major functions
can be pointed out for
classroom assessment: One is
to show whether or not the
learning has been successful,
and the other one is to clarify
the expectations of the
teachers from the students
(Brown, 1990).
Assessment is a process that
includes four basic components:
1) Measuring improvement over
time.
2) Motivating students to study.
3) Evaluating the teaching
methods.
4) Ranking the students'
capabilities in relation to the
whole group evaluation.
3.1. Why Assessment is
Important
First and foremost, assessment
is important because it drives
students learning
(Brown 1990). Whether we like
it or not, most students tend to
focus their energies on
the best or most expeditious
way to pass their ‘tests.’
Based on this knowledge, we
can use our assessment
strategies to manipulate the
kinds of learning that takes
place.
For example, assessment
strategies that focus
predominantly on recall of
knowledge
will likely promote superficial
learning. On the other hand, if
we choose assessment
strategies that demand critical
thinking or creative problem
solving, we are likely to
realize a higher level of
student performance or
achievement. In addition,
good
assessment can help students
become more effective self-
directed learners (Darling-
Hammond 2006). As indicated
above, motivating and
directing learning is only one
purpose of assessment. Well-
designed assessment strategies
also play a critical role in
educational decision-making
and are a vital component of
ongoing quality
improvement processes at the
lesson, course and/or
curriculum level.
3.2. Types and Approaches
to Assessment
Numerous terms are used to
describe different types to
learner assessment. Although
somewhat arbitrary, it is
useful to these various terms
as representing dichotomous
poles (McAlpine, 2002).
Formative
<--------------------------------->
Summative
Informal
<--------------------------------->
Formal
Continuous
<---------------------------------->
Final
Process
<--------------------------------->
Product
Divergent
<--------------------------------->
Convergent
ASSESSMENT AND
EVALUATION IN
EDUCATION
By: Tomás de Aquino Caluyua
Yambi
2018
1. Introduction
Unleashing the potential of
continuous improvement in
teaching/learning
requires an appreciation of the
difference in spirit between
assessment and evaluation.
Assessment is frequently
confused and confounded with
evaluation. The purpose of
an evaluation is to judge the
quality of a performance or
work product against a
standard. The fundamental
nature of assessment is that a
mentor values helping a
mentee and is willing to
expend the effort to provide
quality feedback that will
enhance the mentee's future
performance. While both
processes involve collecting
data about a performance or
work product, what is done
with these data in each
process is substantially different
and invokes a very different
mindset. This paper first
looks at what assessment is and
the various aspects involving.
Then attention will be
turn to evaluation and its
components. Furthermore, it
will look at testing as a tool
used by both assessment and
evaluation, lastly some
differences between assessment
and evaluation will be
presented.
2. Epistemology of
Assessment and Evaluation
Assessment and Evaluation
are two different concepts
with a number of
differences between them
starting from the objectives
and focus. Before we go into
details about these differences
that set assessment and
evaluation apart, let us first pay
attention to the two words
themselves. According to the
Webster Dictionary (2017),
assessment means appraisal.
Then, according to the same
dictionary, evaluation is
estimation or determining the
value of something. So, these
processes are used in the
field of education very often
to test the quality of teaching
and learning processes.
That is done to let the
educational institutes find out
what more can be done to
improve the education offered
by those educational institutes.
3. What is Assessment
As stated above, and according
to Brown, (1990) assessment
refers to a related
series of measures used to
determine a complex attribute
of an individual or group of
individuals. This involves
gathering and interpreting
information about student level
of attainment of learning goals.
Assessments also are used to
identify individual student
weaknesses and
strengths so that educators
can provide specialized
academic support educational
programming, or social
services. In addition,
assessments are developed by
a wide
array of groups and
individuals, including teachers,
district administrators,
2
universities, private
companies, state departments
of education, and groups that
include a combination of these
individuals and institutions.
In classroom assessment, since
teachers themselves develop,
administer and analyze
the questions, they are more
likely to apply the results of the
assessment to their own
teaching. Therefore, it provides
feedback on the effectiveness of
instruction and gives
students a measure of their
progress. As Brown (1990)
maintains, two major functions
can be pointed out for
classroom assessment: One is
to show whether or not the
learning has been successful,
and the other one is to clarify
the expectations of the
teachers from the students
(Brown, 1990).
Assessment is a process that
includes four basic components:
1) Measuring improvement over
time.
2) Motivating students to study.
3) Evaluating the teaching
methods.
4) Ranking the students'
capabilities in relation to the
whole group evaluation.
3.1. Why Assessment is
Important
First and foremost, assessment
is important because it drives
students learning
(Brown 1990). Whether we like
it or not, most students tend to
focus their energies on
the best or most expeditious
way to pass their ‘tests.’
Based on this knowledge, we
can use our assessment
strategies to manipulate the
kinds of learning that takes
place.
For example, assessment
strategies that focus
predominantly on recall of
knowledge
will likely promote superficial
learning. On the other hand, if
we choose assessment
strategies that demand critical
thinking or creative problem
solving, we are likely to
realize a higher level of
student performance or
achievement. In addition,
good
assessment can help students
become more effective self-
directed learners (Darling-
Hammond 2006). As indicated
above, motivating and
directing learning is only one
purpose of assessment. Well-
designed assessment strategies
also play a critical role in
educational decision-making
and are a vital component of
ongoing quality
improvement processes at the
lesson, course and/or
curriculum level.
3.2. Types and Approaches
to Assessment
Numerous terms are used to
describe different types to
learner assessment. Although
somewhat arbitrary, it is
useful to these various terms
as representing dichotomous
poles (McAlpine, 2002).
Formative
<--------------------------------->
Summative
Informal
<--------------------------------->
Formal
Continuous
<---------------------------------->
Final
Process
<--------------------------------->
Product
Divergent
<--------------------------------->
Convergent

Statement of the problem

For better learning outcomes, the assessment system faces numerous problems that

must be identified and solved. Students' evaluations, teachers' evaluations, educational

boards' evaluations, technology, social and ethical issues are all possible challenges.

Each challenge in the assessment system must be thoroughly examined.

In the school system, the assessment system should be fair and strong. Formative

and summative assessment systems are the two types of assessment systems.

Formative feedback is given to students on a regular basis, whereas summative

feedback is given at the end of the course.

The assessment system breaks the link between students, instructors, schools,

families, and communities in some way. Here are a few issues with the educational

system's assessment procedure. Academic dishonesty and not being able to submit the

on time and losing interest is one of the problem.

Matrix of your Statement and Problem

Academic dishonesty, infrastructure, coverage of learning outcomes, and student

commitment to provide assessments were the key issues highlighted in remote

assessment. Preparing distinct questions for each student was determined to be the

most effective method for reducing academic dishonesty.

Arrange the classroom environment to accommodate the test's requirements.

Students may be asked to sit in every other seat, accept assigned seats to break up

groups of would-be cheaters, or leave the front row available for latecomers, among

other options. Some professors have students number all of their tests and place them

face down on the desk. The papers of suspected cheaters can then be picked up in

order and compared for similarities. (Be mindful that if students study together, their

papers may be similar.) Hearing panels that investigate alleged cases of cheating, on

the other hand, may be dubious of solely statistical evidence.)

Declare your policy against academic dishonesty and include it in your syllabus

(McBurney, 1996; Michael and Williams, 2013). I used to review it in class early in the

semester and bring it up again before exams and significant assignment deadlines.

Ensure that your policy is in line with that of your institution. Also, let pupils know your

thoughts on academic dishonesty and why.

Make specific links between your courses and the interests of your students so that they

understand why they should learn the information (Stephens, 2004; Gooblar, 2014).

Structure larger assignments so that students receive feedback on their work at an

early stage — this is known as formative evaluation (Michael and Williams, 2013; Pope,

2014). You can also consider allowing students to redo smaller assignments for which

they did not receive a passing mark, or to fix mistakes they made on tests, in order to
reclaim some of the points they lost (Pope, 2014). This guarantees that assignments

are learning opportunities for students and redirects their attention away from grades

and toward learning.