UNIVERSITY OF SOUTHERN MINDANAO

Classroom Assessment
ASL2
 Topic Outline
• Features/Characteristics of CA
• Traditional and Alternative Forms of Assessment
• Learning Theories and CA

Module 2 – Classroom Assessment 2

 Intended Learning Outcomes
By the end of this topic/chapter, you must be able to:
• 1. Recall the essential features of classroom assessment.
• 2. Identify traditional and alternative forms of assessment.
• 3. Classify assessment practices that illustrate implications
of learning principles and theories.

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Module 2 – Classroom Assessment
 Characteristics of Classroom Assessment (CA)
• Learner-Centered
• The primary attention of teachers is focused on observing and improving
learning.
• Teacher-Directed
• Individual teachers decide what to assess, how to assess, and how to
respond to the information gained through the assessment
• Teachers do not need to share results with anyone outside of the class.
• Mutually Beneficial
• Students are active participants.
• Students are motivated by the increased interest of faculty in their success as
learners.
• Teachers improve their teaching skills and gain new insights.

Module 2 – Classroom Assessment 4

 Characteristics of Classroom Assessment (CA)
• Formative
• Assessments are almost never "graded".
• Assessments are almost always anonymous in the classroom and
often anonymous online.
• Assessments do not provide evidence for evaluating or grading
students.
• Context-Specific
• Assessments respond to the particular needs and characteristics
of the teachers, students, and disciplines to which they are
applied.
• Customize to meet the needs of your students and course.
Module 2 – Classroom Assessment 5
 Characteristics of Classroom Assessment (CA)

• Ongoing
• Classroom assessment is a continuous process.
• Part of the process is creating and maintaining a classroom
"feedback loop"
• Each classroom assessment event is of short duration.
• Rooted in Good Teaching Practice
• Classroom assessment builds on good practices by making
feedback on students' learning more systematic, more flexible, and
more effective.

Module 2 – Classroom Assessment 6

Terms and Conditions of
Assessment

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 1. Valid

•It said to be valid if the assessment measure

what is actually measured .
•Validity assessment is usually measured in
percentage or in a certain degree with a certain
measure

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 2. Reliable

•if the same assessment tool performed against

the same group of students several times in
different times or different situations and will
give the same results.

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 3. Objective

•not under the influence of assessor

(subjectively)

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 4. Balanced

•the balance between different objectives

dimension within a given area

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 5. Distinguish

•Can distinguish between a group of students'

individual achievements.
•Assessment should be able to tell whether
students are very successful, quite successful or
less successful .

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 6. Norm

•Good assessment results should be easily

interpreted .
•It is concerned about the size or specific norms
for interpreting the results of the assessment of
each student .

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 7. Fair

•Fair assessment suggests that the

assessment task should be very
clear. There is no hidden scores.

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 8. Practical

•Assessment ought to be efficient and easy

to execute, both in terms of financing and
implementation.

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Assessment Tool Selection
Criteria

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 Assessment Tool Selection Criteria

•To obtain the necessary results of the

assessment in accordance with the terms and
demands of learning outcomes, some criteria
for the selection of assessment tools must be
considered
•No single assessment tool can suitably measure
all the outcomes of the class. Each assessment
tool has advantages and disadvantages .
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 Assessment Tool Selection Criteria
1. Learning Objectives - Assessment tools selected
shall correspond to the learning objectives or
assessment objectives.
2. Teaching and Learning Experience – the kind of
teaching and learning experience should be considered
in the design of the assessment tool
3. Characteristics of students – Background of
students (social status, economic, psychological,
cultural, etc.) is highly variable. This brings
consequences to the assessment tool. It will challenge
the reliability, objectivity and comprehensibility of the
assessment tool.

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 Assessment Tool Selection Criteria

4. Teaching materials – assessment tools design will

also consider the kind and form of teaching materials
used by the instructor
5. Learning Media - It is inevitable that the learning
process requires varying media. The depth of the internalized
values and lessons shall be considered in making assessment
tools.

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Traditional and Alternative
Forms of Assessment

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 Traditional assessments

• refer to conventional methods of

testing, usually standardized and use
pen and paper with multiple-choice,
true or false or matching type test
items.

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 Authentic assessments

• refer to assessments wherein students

are asked to perform real-world tasks
that demonstrate meaningful
application of what they have learned.

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 Traditional Assessment Authentic Assessment
 Purpose: to measure students’ proficiency
 Purpose: to evaluate if the students have by asking them to perform real life-tasks; to
learned the content; to determine whether provide students many avenues to learn and
or not the students are successful in demonstrate best what they have learned;
acquiring knowledge; to ascribe a grade for to guide instruction; to provide feedback
them; to rank and compare them against and help students manage their own
standards or other learners learning; to also evaluate students’
competency
 Provides teachers a more complete picture
 Provides teachers a snapshot of what the
of what the students know and what they
students know
can do with what they know
 Measures students’ ability to apply
 Measures students’ knowledge of the knowledge of the content in real life
content situations; ability to use/apply what they
have learned in meaningfulInsert
ways
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 Requires students to demonstrate
knowledge by selecting a response/giving
correct answers; usually tests students’
proficiency through paper and pencil tests
 Students are asked to choose an answer
from a set of questions (True or False;
multiple choice) to test knowledge of
what has been taught.
 Provides indirect evidence of learning
 Requires students to practice cognitive
ability to recall/recognize/reconstruct body
of knowledge that has been taught
 Requires students to demonstrate
proficiency by performing relevant tasks
showing application of what has been
learned
 Provides direct evidence of
learning/competency; direct
demonstration of knowledge and skills by
performing relevant tasks
 Provides opportunities for students to
construct meaning/new knowledge out of
what has been taught
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 Tests and strengthens the students’
ability to recall/recognize and
comprehend content, but does not
reveal the students’ true progress of
what they can do with the knowledge
they acquired. Only the students’ lower
level of thinking skills, (knowledge and
comprehension), are tapped.
 Hides the test
 Teachers serve as evaluators and
students as the evaluatees: teacher-
structured
 Tests and strengthens the students’
ability to reason and analyze,
synthesize, and apply knowledge
acquired; Students’ higher level of
cognitive skills (from knowledge and
comprehension to analysis, synthesis,
application, and evaluation) are tapped
in multiple ways.
 Teaches the test
 Involves and engages the students in
the teaching, learning and assessment
process: student structured
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  Assessment is integrated with
 Assessment is separated from teaching
instruction. Assessment activities
and learning. Test usually comes after
happen all throughout instruction to
instruction to evaluate if the students
help students improve their learning and
have successfully learned the content.
help teachers improve their teaching.
 Provides multiple avenues for students
 Provides limited ways for students to
to demonstrate best what they have
demonstrate what they have learned
learned
 Flexible and provides multiple
acceptable ways of constructing
 Rigid and fixed
products or performance as evidence of
learning
 Needs well defined criteria/rubrics and
 Standardized; valid and reliable standards to achieve reliability and
validity
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  Assessment drives curriculum and
 Curriculum drives assessment.
instruction.

Examples:
 demonstrations
Examples:  hands-on experiments
 True or False; multiple choice tests  computer simulations
 standardized tests  portfolios
 achievement tests  projects
 intelligence tests  multi-media presentations
 aptitude tests  role plays
 recitals
 stage plays
 exhibits
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Advantages of Traditional
Assessment Over Authentic
Assessment

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 Traditional Assessment Authentic Assessment
Advantages: Disadvantages:
 Easy to score; Teachers can evaluate
 Harder to evaluate
students more quickly and easily.
 Time consuming; labor intensive
 Less time and easier to prepare; easy
to administer  Sometimes, time and effort spent
exceed the benefits.
 Susceptible to unfairness,
subjectivity, lacking objectivity,
 Objective, reliable and valid reliability, and validity if not properly
guided by well-defined/clear criteria
or rubrics/standards
 Economical  Less economical
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Advantages of Authentic
Assessment Over Traditional
Assessment

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 Traditional Assessment Authentic Assessment

Disadvantages: Advantages:

 Provides teachers with the true picture of

how and where their students are in their
learning; gives more information about
 Provides teachers with just a snapshot of
their students’ strengths, weaknesses,
what the students have truly learned
needs and preferences that aid them in
adjusting instruction towards enhanced
teaching and learning

 Provides students many alternatives/ways

 Provides students limited options to
to demonstrate best what they have
demonstrate what they have learned,
learned; offers a wide array of interesting
usually limited to pencil and paper tests
and challenging assessment activities

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 Assessment is separate from
instruction.
 Reveals and strengthens only the
students’ low level cognitive
skills: knowledge and
comprehension
 Assesses only the lower level
thinking/cognitive skills: focuses
only on the students’ ability to
memorize and recall information
 Assessment is integrated with
instruction.
 Reveals and enriches the
students’ high level cognitive
skills: from knowledge and
comprehension to analysis,
synthesis, application and
evaluation
 Enhances students’ ability to
apply skills and knowledge to real
lie situations; taps high order
cognitive and problem solving
skills Insert Running Title 32
 Hides the test
 Teacher-structured: teachers
direct and act as evaluators;
students merely answer the
assessment tool.
 Involves students working alone;
promotes competitiveness
 Invokes feelings of anxiety
detrimental to learning
 Teaches the test
 Student-structured: students are
more engaged in their learning;
assessment results guide
instruction
 Oftentimes involves students
working in groups hence
promotes team work,
collaborative and interpersonal
skills
 Reduces anxiety and creates a
more relaxed happy atmosphere
that boosts learning
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 Time is fixed and limited; students
are time-pressured to finish the
test.
 Focuses on one form of
intelligence
 Time is flexible.
 Focuses on the growth of the
learner;
 Learners express their
understanding of the learning
content using their preferred
multiple forms of intelligences.
 Provides parents and community
with more observable products,
proofs of the students’ learning
which motivate them to support
their kids’ learning more
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 Assessment FOR Learning:
• Informal-formative-alternative assessments can best
serve the purpose of assessment FOR learning as
they continuously inform and guide instruction, and
help students become better learners. Assessments
are integrated with instruction and help teachers
monitor students’ progress, identify their learning
needs and adjust their instruction accordingly. They
also give feedback to students and help them
become self-directed, metacognitive and successful
learners.
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 Assessment AS Learning
• Informal-formative-alternative assessments can also
very well serve the purposes of assessment OF and
AS learning. There are various informal-formative-
alternative assessment strategies (e.g. journals, self
and peer assessments) that can help students
become self-reflective and be good managers of their
own learning, making adjustments and developing
more effective learning strategies, hence serving the
purpose of assessment AS learning.

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 Assessment OF Learning

•At the same time, there are also various

informal-formative-alternative assessments
(recitals, visual and oral presentations, etc.) that
can give a picture of what the students have
actually learned after instruction, providing
evidence of learning and certifying competency,
hence serving the purpose of assessment OF
learning.
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 Assessment OF Learning
• Formal-summative-traditional
assessments measure and strengthen the students’
cognitive abilities to recall/memorize, comprehend
and reconstruct knowledge, addressing the lower
level cognitive skills (from knowledge to
comprehension), while the informal-formative-
alternative assessments measure and strengthen
the students’ higher level of cognitive skills, from
knowledge and comprehension to
analysis, synthesis, application and evaluation of
what they have learned.
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Principles of Assessment

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 The integration principle

•Assessment is an integral part of

learning . it is one of the components
which interacts with other components
.
•Planning assessment should be
performed in conjunction with the
planning of the learning program.
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 Principle of Continuity

•Basically, assessment takes place during

the learning process.
•Assessment can be done through
observation, discussion, or dialogue,
this is done in the framework of
strengthening the learning materials /
teaching program.
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 Coherence Principle
• Assessment should have coherence with the teaching
process, it means that assessment must completely
be obtained from teaching and learning both from
face-to-face activities and structured activities.
• assessment must be consistent with the capabilities
supported by the purpose of teaching

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 Discriminality Principle
•Assessment must demonstrate the
differences among individual students.

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 Overall Principle
•assessment should cover all aspects of
educational goals

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 Pedagogical Principle
•The entire assessment activities should be
known and felt by students not only as a record
of learning outcomes but also as an effort to
repair and improve the behavior and attitude so
that the results of the assessment must be
declared and can be perceived as a reward

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 Accountability Principle
•Accountability is one of the characteristics of a
competency based education . Educational
outcomes of an educational institution must be
accountable to the individual college , graduate
and community power users to professional
groups . Accountability to these three groups is
something that must be considered in the
assessment .

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 Summary
• This lesson gives a review as well as an opening of topics for
assessment in learning 2. The features, characteristics, term,
conditions, principles as well as the contrast, advantages and
disadvantages of traditional and alternative learning.

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 References
• Characteristics of CA: Using CATs in Online Courses. (n.d.).
Retrieved August 21, 2021, from
https://terrymorris.net/cats/char1.htm
• CHARACTERISTICS OF THE CLASS-BASED ASSESSMENT - Assesment
of Learning Out Comes. (n.d.). Retrieved August 20, 2021, from
https://assesmentoflearningoutcomes.weebly.com/characteristi
cs-of-the-class-based-assessment.html
• Traditional vs. Authentic Assessment – Principles and Methods of
Assessment. (n.d.). Retrieved August 22, 2021, from
https://abdao.wordpress.com/2015/07/18/traditional-vs-
authentic-assessment/
•/

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