ASSESSMENT of STUDENT

LEARNING (ASL 1)
sir lee-knows
MEASUREMENT is the process of quantifying of
what students learned through the use of
appropriate educational instruments.
ASSESSMENT refers to the full range of
information gathered and synthesized by
teachers about their students and their
classrooms (Arrends, 1994).
EVALUATION is a process of making judgments,
assigning value or deciding on the worth of
student's performance.
SCOPE OF EDUCATIONAL ASSESSMENT,
MEASUREMENT AND EVALUATION
1. Improvement of student learning.
2. Identification of student's strengths and
weaknesses.
3. Assessment of the effectiveness of a particular
teaching strategy.
4. Appraisal of the effectiveness of a particular
teaching strategy.
5. Assessment and improvement of teaching
effectiveness/mentors.
6. Communication with and involvement of parent's in
their children's learning.
FUNCTIONS OF ASSESSMENT
1. It measures student's achievement.
2. It evaluates/furnishes instruction.
3. It motivates learning.
4. It predicts success.
5. it diagnoses the nature of difficulties.
6. It maintains standards
7. It appraises educational instrumentalities
8. It guides learning.
METHODS OF COLLECTING ASSESSMENT DATA
1. Paper and Pencil Technique.
a. Supply Type b. Selection Type
2. Observation - it involves watching the students as they
perform certain learning tasks.
TYPES OF MEASUREMENT
1. OBJECTIVE (as in testing).
2. SUBJECTIVE (as in perceptions).

VARIOUS ROLES OF ASSESSMENT

1. DIAGNOSTIC (Pre-Assessment)
2. FORMATIVE
3. SUMMATIVE
4. PLACEMENT
A WELL-DEFINED SYSTEM OF EVALUATION:
1. enable one to clarify goals.
2. check upon each phase of development.
3. diagnose learning difficulties.
4. plan carefully for remediation.
STAGES OF INTEGRATION OF EVALUATION IN THE
TEACHING-LEARNING PROCESS
1, Setting instructional objectives.
2. Determining pupil variables that can affect
instruction
3. Providing instructional activities that are relevant and
necessary to achieve the desired learning outcomes.
4. Determining the extent to which desired outcomes are
achieved.
PRINCIPLES OF EDUCATIONAL EVALUATION
1. It must be based on previously accepted educational
objectives.
2. It should be continuous, comprehensive and cumulative.
3. It should recognize that the total individual personality is
involved in learning.
4. It should be democratic and cooperative.
5. It should be positive ad action-directed.
6. It should give opportunity to the pupil to become
increasingly independent in self-appraisal and self-
direction.
7. It should include all significant evidence from every
possible source.
8. It should take into consideration the limitations of
the particular educational situations.
TEST OR TESTING is a systematic procedure to
determine the presence or absence of certain
characteristics or qualities in a learner.
STAGES OF TEACHING-LEARNING IN
WHICH EDUCATIONAL EVALUATION IS
INTEGRATED
1. Clarifying objectives.
2. Identifying variables that affect learning.
3. Providing relevant instructional activities to achieve
objectives.
4. Determining the extent to which the objectives are
achieved.
 PRINCIPLES OF HIGH QUALITY ASSESSMENT
CLARITY OF LEARNING TARGETS
Assessment can be made precise, accurate and
dependable only if what are to be achieved are clearly
stated and feasible.
COGNITIVE TARGETS
As early as 1950's, Bloom (1954) proposed a
hierarchy of educational objectives at the cognitive
level. These are:
LEVEL 1. KNOWLEDGE which refers to te acquisition of
facts, concepts and theories. It forms the foundation
of allother cognitive objectives for without knowledge,
it is not possible to move-up to the next higher level of
thinking skills in the hierarchy of educational
objectives.
LEVEL 2. COMPREHENSION refers to the same concept
as “understanding”, a step higher than mere
acquisition of facts and involves a cognition of the
interrelationships of facts and concepts.
LEVEL 3. APPLICATION refers to the transfer of
knowledge from one field of study to another or from
one concept to anothe concept in the same discipline.
LEVEL 4. ANALYSIS refers to the breaking down of a
concept or idea into its components and explaining
the concept as a composition of these concepts.
LEVEL 5. EVALUATION refers to valuing and judgment
or putting the “worth” of a concept or principle.
LEVEL 6. SYNTHESIS refers to the opposite of analysis
and entails putting together the components in order
to summarize the concept.
APPROPRIATENESS OF ASSESSMENT METHODS
Once the learning targets are clearly set, it is
now necessary to determine an appropriate
assessment procedure or method.
1. WRITTEN-RESPONSE INSTRUMENTS. These include
objective tests, essays and checklists. Objective tests
are appropriate for assessing the various levels of
hierarchy of educational objectives.
Multiple Choice in particular can be constructed
in such a way as to test higher order thinking skills.
Essay, when properly planned, can test the
student's grasp of the higher level cognitive skills
particularly in the areas of application, analysis,
synthesis and judgment.
2. PRODUCT RATING SCALE. A teacher is often tasked
to rate products.
To develop a product rating scale for the various
products in education, the teacher must possess
prototype products over his years of experience.
3. PERFORMANCE TESTS. One of the most frequently
used measurement instruments is the checklist. A
performance checkist consists of a list of behaviors
that make up a certain type of performance. It is used
to determine whether or not an individual behaves in
a certain way when asked to complete a particular
task. If a particular behavior is present when an
individual is observed, the teacher places a check
opposite it on the list.
“ If a child already knows what
is 1 + 1, then continue teaching
him the right answer for 2 + 2.”
Sir lee-knows