ATENEO TEACHER TRAINING CENTER

Naga City

Learning Outcomes:

At the conclusion of the lesson, you should be able to:

1. Differentiate test, measurement, evaluation and assessment.

2. Explain the principles of classroom assessment and its essential components when it is
implemented in the classroom.
3. Gain insights on the uses of assessment in the classroom.

Learning Output:

Conduct an interview with two teachers and ask them some questions on assessment like:
1. How much time they believe devoted to assessment.
2. Are the recent trends in assessment evident in their classroom?
3. To what extent is assessment and teaching integrated?

Definition of Terms

In the field of testing, the terms—test, measurement, assessment, and evaluation—are often used
interchangeably. Identifying the nuances in their meaning may aid test developers and test users to design
and construct effective tests and use the results appropriately.

Table 1. Comparative Matrix on the Four Most Commonly Used Terms in Testing

TEST MEASUREMENT

 A set of items or questions measuring a  Establishes the characteristics of individuals

sample behavior or tasks from a specific or groups of individuals through the
domain of knowledge or skill. It is designed assignment of numerals according to rules
to be presented to one or more examinees that give these numerals quantitative
under specific conditions, with definite meaning (ASEAN Seminar-Workshop on
boundaries and limits (UP Open Test Item Writing/Construction and
University). Development, 1998).

 It is an instrument designed to measure any  It a process of quantifying the degree to

characteristics, quality, ability, knowledge which someone or something possesses a
or skill. It comprised items in the area it is given trait. It implies the use of some tool or
designed to measure. instrument such as test, scale and provides
quantitative description of observed
 Consists of questions or exercises or other phenomena. It answers, how much?
devices for measuring the outcomes of
learning.  The process of obtaining a numerical
description of the degree to which an
individual possesses a particular
characteristic.

ASSESSMENT EVALUATION

 Any of the variety of procedures used to  Involves a broader process that involves
obtain information about student examining many components of a whole and
performance (Linn & Gronlund, 2000). making instructional decisions (Gredler,
1996).
 The systematic, continuous process of
monitoring the various pieces of learning to  The process of delineating, obtaining and
evaluate student achievement and providing useful information for judging
instructional effectiveness (Hewitt-Gervais decision alternatives (Popham, 1993).
& Baylen, 1998).
 The process of summing up the results of
 It is a collection, interpretation, and use of measurements or tests, giving them some
information to help teachers make better meaning based on value judgments
decisions. (McMillan, 1997) (Hopkins/Stanley, 1981)
 It is a process of gathering and organizing
quantitative and qualitative data into an
interpretable form to have a basis for
judgment for decision making.
 Answers the questions: “How much of a
given skill a student possesses before,
during and after instruction?” and “How
much change has occurred?”
 A holistic way of looking at the effectiveness
of the learning process by considering both
the learner and the learning product and
applying quantitative and qualitative
judgments.
 It is the systematic process of determining
the extent to which the instructional
objectives are achieved by the pupils.
(Gronlund, 1981)

 It involves judgment about the desirability of

changes in students.

 It answers the question, “How good,

adequate or desirable is the change?”

Ideally, each time a teacher engages in instruction, the complete cycle of evaluation must always
be at the back of his or her mind. The teacher should remember that the ultimate purpose of any educational
endeavor is to improve instruction in order to further motivate learners to exceed their previous performance.
As such, the four concepts are interrelated as illustrated in Figure 2 below.

George must be given practice exercises whereas Lisa should be

given enrichment tasks more difficult than the previous so that both
of them can maximize their learning. (Making decisions)

George is poor in spelling while Lisa is academically able.

(Evaluating Evidence and Making judgments)
MUST DO IN
George gets 13out of 15 items incorrectly but Lisa got a
TEACHING
perfect score. (Measurement)

Administer the test

(Gathering data through testing)

Design a lesson and plan how to evaluate students’

learning (Designing the test and preparing a method
for measurement)

Figure 2. The General Procedures in the Evaluation Process (Linn T. and Gronlund,N.E. 2000;
Measurement and Evaluation in the Secondary Schools, 1990; Popham, 1993;).
Classroom Assessment Defined

Classroom assessment can be defined as the collection, interpretation, and use of information to
help teachers make better decisions. Thus, assessment is more than testing and measurement (McMillan,
1997). It is an ongoing process through which the teachers and students interact to promote greater
learning.

The assessment process emphasizes the collection of student performance to diagnose learning
difficulties, monitor progress and give feedback and feedward for improvement.

It involves methods in order to obtain student information through a variety of assessment

strategies.

Assessment is a process that is used to keep track of learners’ progress in relation to learning
standards and in the development of the 21st century skills; to promote self-reflection and personal
accountability among students about their own learning; and to provide bases for the profiling of student
performance on the learning competencies and standards of the curriculum.

DepEd Order no. 8, s. 2015 defines assessment as the “ongoing process of identifying, gathering,
organizing, and interpreting quantitative and qualitative information about what learners know, understand
and can do.

Theoretical Basis of Assessment

DepEd Order No. 8, series of 2015 defines assessment as a joint process that involves teachers
and learners. It is an integral part of teaching and learning. Teachers provide appropriate assessment when
they aim to holistically measure the learner’s current and developing abilities while enabling them to take
responsibility in the process. This view recognizes the diversity of learners inside the classroom, the need
for multiple ways of measuring their varying abilities and learning potentials, and the role of the learners as
co-participants in the assessment process.

At the heart of assessment is the recognition and deliberate consideration of learners’ zone of
proximal development (Vygotsky, 1978). Appropriate assessment is committed to ensure the learners’
success in moving from guided to independent display of knowledge, understanding and skills, and to
enable them to transfer this successfully in future situations. From this point of view, assessment facilitates
the development of learners’ higher-order thinking and 21st century skills.

This view of assessment, therefore acknowledges the unity of instruction and assessment.

Characteristics of Classroom Assessment

1. Classroom assessment is student-centered for it focuses on improving student learning, rather

than improving teaching.
2. It is teacher-directed. Individual teacher decides what to assess, how to assess, and how to
respond to the information collected through the assessment.
3. It is mutually beneficial to the students and teacher. Students reinforce course content and
strengthen their assessment skills.
4. It is specific. The assessment technique is chosen to fit the subject matter and the needs of a
particular class.
5. It is on-going. It is given before, during and after the instruction. Thus, it is continuous
throughout the entire educative process.

Principles of Assessment

Assessment is an integrated process for determining the nature and extent of student learning and
development. This process will be most effective when the following principles are taken into consideration
(Gronlund, 1995):

1. Clearly specifying what is to be assessed has priority in the assessment. The effectiveness of
assessment depends as much on a careful description of what to assess as it does on the
technical qualities of the assessment procedure used. Thus, specification of the characteristics
to be measured should precede the selection or development of assessment procedures. When
assessing student learning, this means clearly specifying the intended learning goals before
selecting the assessment procedures to use.

2. An assessment procedure should be selected because of its relevance to the characteristics or

performance to be measured. Assessment procedures are frequently selected on the basis of
their objectivity, accuracy or convenience. These criteria are important; however, they are only
 secondary to major criterion which is, is this procedure the most effective method of measuring
the learning or development to be assessed?

3. Comprehensive assessment requires a variety of procedures. No single type of instrument or

procedure can assess the vast array of learning and development outcomes emphasized in a
school program. A complete picture of student achievement and development requires the use
of different assessment procedures.

4. Proper use of assessment procedures requires an awareness of their limitations. Assessment

procedures range from highly developed measuring instruments rather than crude assessment
devices. No test or assessment asks all questions the questions or poses all the problems that
might appropriately presented in a comprehensive coverage of the knowledge, skills, and
understanding relevant to the content standards or objectives of a course or institutional
sequence. These limitations of assessment procedures do not negate the value of tests and
other types of assessments. An awareness of the limitations of assessment instruments makes
it possible to use them more effectively.

5. Assessment is a means to an end, not an end in itself. The use of assessment procedures
implies that some useful purpose is being served and that the user is clearly aware of this
purpose. Assessment is best viewed as a process of obtaining information on which to base
educational decisions.

Numerous principles for effective assessment have been suggested NSW Board of Studies
1996; NSW Department of School Education 1996: Brady 1995; Eisner 1993: Broadfoot 1991; Griffin and
Nix 1991). The following is a selection of those principles seen by the authors to have most value.

1. Assessment should be a continuous and integral part of teaching and learning.

Continuous assessment is necessary to provide regular feedback to students with some
indication of progress. This information can also be used to modify the purpose of
teaching.

2. Assessment should be varied. Varied strategies are necessary to give students multiple
opportunities to demonstrate what they know. The strategies should be as varied as the
scope of outcomes, and provisions should be made to assess more than solo
performance.

3. Assessment should be valid. Assessment strategies should accurately assess what they
are designed to assess. Problems of invalidity usually arise when assessment is based
on imprecise statements of educational intent.

4. Assessment should engage the learner. Effective assessment involves a democratic

relationship between teacher and student. It should involve the promotion of students’
ability to be self-critical, and the promotion of students’ ability to take responsibility for their
own learning.

5. Assessment should be diagnostic. The strategies used to assess students should indicate
not only the result but also the processes that result in acceptable performance. Thus
assessment should provide about a students’ needs, strengths and weaknesses.

6. Assessment should value teacher judgment. Teacher judgment based on well-defined

outcomes, experiences in the classrooms are rich form of student assessment that should
not be considered secondary to formal testing.

7. Assessment should be “situated.” The strategies used to assess students should reflect
the strategies they will encounter in the world outside.

8. Assessment should require students to display sensitivity to the “wholes” rather than to
discrete elements. This implies that the methods of assessment should allow the students
to see the larger picture rather than a series of small finite steps.

9. Assessment should have the same meaning for all teachers, parents and students.
Teachers need to compare their interpretation of student performance, and the
assessment information should be communicated in such a way that it is understood by
all stakeholders.
 Reganit, Reyes and Marquez (2004) listed the following principles for effective classroom
assessment:

1. Assessment must be based on previously accepted set of objectives. Assessment takes place
only in relation to the objectives that have been previously set up.
2. Assessment should be a continuous and cumulative process and must be operative throughout
the entire teaching and learning process.
3. Assessment must recognize that the total individual personality is involved in learning.
4. The assessment process should encourage and give opportunity to the pupil to become
increasingly independent in self-appraisal and self-direction.
5. Assessment must be done cooperatively.
6. Assessment is positive in nature and promotes action. It includes plan for improvement and for
overcoming weaknesses.
7. Assessment is governed by true democratic principles.
8. Assessment should include all significant evidences from every possible source.
9. A comprehensive record of the evidences gathered in the process of assessment is necessary
to assure an intelligent interpretation of such data.
10. Assessment should take into consideration the nature of the opportunities and limitations of the
educational experiences provided by the school.

According to AFT, NCMR, and NEA (USA), there are six principles of assessment. These are:

1. Assessment should be well-aligned with the objectives, competencies and educational

standards. Teachers should have a deep and wide knowledge about the curriculum to guide
them where to bring their students.
2. Assessment should become more like instruction. Assessment should be part of instruction.
Assessment and instruction are integrated to allow teachers to determine at an early stage the
evidence of learning.
3. Assessment results are needed to be used by teachers to help students to learn better. Results
of assessments should be used to design better instruction for students.
4. Assessment is NOT used to threaten and intimidate students.
5. Teachers should encourage the learning community to engage in assessment.

Four Essential Components of Implementing Classroom Assessment

There are four essential components of implementing classroom assessment. These are: purpose,
measurement, evaluation and use.

Regardless if assessment is done before, at the middle or after instruction, you must clarify the
specific purpose of gathering information. Why are you doing the assessment?

Possible reasons why you are doing assessment are: (1) to monitor student learning – to measure
what students have learned and have not learned and to grade them; (2) to provide feedback of their
performance; and (3) to motivate students by giving them positive reinforcement.

The term measurement has been defined as a systematic process of obtaining numerical
description of the degree to which an individual possesses a particular characteristic. Also, measurement
is the process by which attributes, traits, behavior or characteristics are determined and differentiated.

A variety of techniques can be used to measure a defined trait or learning targets, such as tests,
ratings, observations and interviews. You should ask what technique should you use to gather desired
information.

After you gather information through varied techniques, you need to give value judgment on said
information. This process is identified as evaluation. Evaluation involves interpretation of what has been
gathered through measurement, in which value judgments are made about performance. Thus, I ask how I
will interpret the results.

The final stage of implementing assessment is how the evaluation is used. The use of test scores
and other information is closely tied to the decisions you must make to provide effective instruction, and the
needs of students and parents. There are three major uses: diagnosis, grading and instruction.
Purposes of Assessment

There are four purposes to assessment according to Wyatt (1988). These are:

 to inform the teacher about a student’s progress

 to inform the students about their progress
 to inform others about the student’s progress (parents and future teachers)
 to provide information for the public

According to Earl (2005), the purposes of assessment can be summed into three. These are
assessment AS learning, assessment FOR learning and assessment OF learning.

Assessment AS learning is done for teachers to understand and perform well their role of assessing
FOR and OF learning. It requires teachers to undergo training on how to assess learning and be equipped
with the competencies needed in performing their work as assessors. Assessment as learning is learning
how to assess for and of learning. To assess for and of learning, teachers should be equipped with skills in
assessment, which could be made possible through different forms of capacity building.

Assessment FOR learning includes three types of assessment done before and during instruction.
These are placement, formative and diagnostic. Assessment is used as a technique and is an ongoing
activity of teacher to maximize learning. Thus, teachers continuously monitor the students' level of
attainment of the learning objectives. (Stiggins, 2005). In assessment for learning, teachers use students'
prior knowledge as a starting point of instruction. The results of assessment are communicated clearly and
immediately to the students to determine effective ways to teach and learn.

Assessment OF learning is done after instruction. This is usually referred to as the summative
assessment. It is used to certify what students know and can do and the level of their proficiency or
competency. Its results reveal whether or not instructions have successfully achieved the curriculum
outcomes. The information from assessment of learning is usually expressed as marks and grades and is
communicate to the students, parents and other stakeholders for better decision making.

Roles of Assessment in Making Instructional Decisions

Tests and other evaluative procedures can also be classified in terms of their functional roles in
classroom instruction. One such classification system follows the sequence in which assessment
procedures are likely to be used in the classroom. These categories classify the assessment of the pupil
performance in the following manner:

Placement Assessment is done prior to instruction. Its purpose is to assess the needs of the
learners to have basis in planning for a relevant instruction. Teachers use this assessment to know what
their students are bringing into the learning situation and use this as a starting point for instruction. And, the
results of this assessment place students in specific learning groups to facilitate teaching and learning.

Its purpose is to determine the entry behavior of the students. It is used to determine student’s
performance at the beginning of instruction. The goal of placement evaluation is to determine the position
in the instructional sequence and the mode of evaluation that is most beneficial for each student.

Formative Assessment is done during or at the middle of instruction. It is this assessment where
teachers continuously monitor the students’ level of attainment of the learning objectives. The results of this
assessment are communicated clearly and promptly to the students for them to know their strengths and
weaknesses and the progress of their learning.

Its purpose is to determine the learning progress of the students. It is the gathering of data during
the time a program is being developed, for the purpose of guiding that developmental progress. This is used
to monitor learning progress during instruction. Its purpose is to provide continuous feedback to both
students and teacher concerning learning success and failure.

It is a continuous and several assessment done during the instructional process for the purpose of
improving teaching and/or learning. (Black and William, 2003). What makes formative assessment
formative is that it is immediately used to make adjustments to help students learn the lessons better.

Formative assessment may be seen as assessment for learning so teachers can make adjustments
in their instruction. It is also assessment as learning wherein students reflect on their own progress.
According to UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-TLSF),
formative assessment refers to the ongoing forms of assessment that are closely linked to the learning
process. It is characteristically informal and is intended to help students identify strengths and weaknesses
in order to learn from the assessment experience.
 Formative assessment may be given at any time during the teaching and learning process. It is also
a way to check the effectiveness of instruction.

Formative assessment involves teachers using evidence about what learners know and can do to
inform and improve their teaching. Teachers observe and guide learners in their tasks through interaction
and dialogue, thus gaining deeper insights into the learners’ progress, strengths, weaknesses, and needs.
The results of formative assessment will help teachers make good instructional decisions so that their
lessons are better suited to the learners’ abilities. It is important for teachers to record formative assessment
by documenting and tracking learners’ progress using systematic ways that can easily provide insights into
a student’s learning. Such monitoring will allow teachers to understand their students and thus teach them
better. Formative assessment results, however, are not included in the computation of summative
assessment.

Formative assessment must also provide students with immediate feedback on how well they are
learning throughout the teaching-learning process. Recommendations on how they can improve
themselves should also be given by the teachers. Formative assessment enables students to take
responsibility for their own learning, and identify areas where they do well and where they need help. As a
result, students will appreciate and make their own decisions about their progress.

What is Formative Assessment? What is NOT Formative Assessment?

 It is a collection of practices that all X It is not an instrument, or event.
leads to student learning X It is not used for grading
improvement. X It is not used as a punishment for
 It is a tool for the teachers to students if they misbehave.
determine what they need to do to
move the learner forward.
 It is a technique to help the
students optimize learning.

Formative Assessment in the Instructional Process

Formative assessment may be integrated in all parts of the lesson. Basically, every lesson has
three parts: before the lesson, the lesson proper, and after the lesson. Formative assessment conducted in
each part serves a different purpose.

A. Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the students’
understanding of a lesson/topic before direct instruction. It helps teachers understand where
the students stand in terms of conceptual understanding and application. Formative
assessment provides bases for making instructional decisions, such as moving on to a new
lesson or clarifying prerequisite understanding.

B. During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the progress of
the students in relation to the development of the learning competencies. It also helps the
teacher determine whether instructional strategies are effective. The results of formative
assessment given at this time may be compared with the results of formative assessment given
before the lesson to establish if conceptual understanding and application have improved. On
this basis, the teacher can make decisions on whether to review, re-teach, remediate, or enrich
lessons, and subsequently, when to move on the next lesson.

C. After the Lesson

Formative assessment conducted after the lesson assesses whether learning objectives were
achieved. It also allows the teacher to evaluate the effectiveness of instruction. Students who
require remediation and/or enrichment should be helped by the teacher using appropriate
teaching strategies.

Individual and Collaborative Formative Assessment

Formative assessment is either individual or collaborative done. Individual formative assessment

enables the learners to demonstrate independently what has been learned or mastered through a range of
activities such as check-up quizzes, written exercises, performance models, and even electronic
presentations.
 Collaborative formative assessment (peer assessment) allows students to support each other’s
learning. Discussions, role playing, games, and other group activities may also be used as performance-
based formative assessment wherein learners support and extend each other’s learning.

Diagnostic Assessment is done during instruction and is used to determine students’ recurring or
persistent difficulties. It searches the underlying causes of students’ learning problems that do not respond
to first aid treatment. It helps formulate a plan for detailed remedial instruction.

Its purpose is to determine the learning difficulties of the students. It is used to diagnose learning
difficulties during instruction. It is concerned with the persistent or recurring learning difficulties that are left
unresolved by the standard corrective prescriptions of the formative evaluation.

Summative Assessment is used to evaluate student learning, skill acquisition, and academic
achievement at the conclusion of a defined instructional period---typically at the end of a project, unit,
course, semester, program, or school year.

It is given at a conclusion of a specific instructional period, and therefore, it is generally evaluative

rather than diagnostic. It usually takes after pupils have completed units of work or modules at the end of
each term and/or year. The information it gives indicates progress and achievement usually in grade-related
or numerical terms. It is the more formal summing-up of a pupil’s progress. This information can be provided
to parents or used for certification as part of formal examination course..

Summative assessment gives pupils, parents and teachers valuable information about a pupil’s
overall performance at a specific point in their learning. It provides information about their progress in
subject knowledge, understanding, and skills and capabilities.

Its purpose is to determine the mastery at the end of the course. It is the process of making the
overall assessment or decision about the program. This is used to determine the achievement at the end of
instruction. It is designed to determine the extent to which the instructional objectives have been achieved
and is used primarily for assigning course grade or for certifying student mastery of the intended learning
outcome.

Summative assessment may be seen as assessment of learning, which occurs at the end of a
particular unit. This form of assessment usually occurs toward the end of a period of learning in order to
describe the standard reached by the learner. Often, this takes place in order for appropriate decisions
about future learning or job suitability to be made. Judgments derived from summative assessment are
usually for the benefit of people other than the learner (UNESCO-TLSF).

Summative assessment measures whether learners have met the content and performance
standards. Teachers must use methods to measure student learning that have been deliberately designed
to assess how well students have learned and are able to apply their learning in different contexts. The
results of summative assessments are recorded and used to report on the learners’ achievement. Primarily,
the results of summative assessment are reported to the learners and their parents/guardians. In addition,
these are reported to the principals, school heads, and teachers who will receive the child in the next grade
level, and guidance teachers who should help students cope with challenges they experience in school.

Recent Trends in Classroom Assessment

Recent trends in classroom assessment have emerged over a period of decades. From heavily
objective testing at the end of instruction, it is now being replaced by alternative assessments that may be
done at the middle of instruction. Alternative assessments include authentic assessment, performance-
based assessment, portfolios, exhibitions, demonstrations, journals and other forms of assessment that
require allow students to construct their original responses.

These recent trends of classroom assessment are summarized in Table 2 (McMillan, 1998).

 From  To
 Sole emphasis on outcomes  Assessing of process
 Isolated skills  Integrated skills
 Isolated facts  Application of knowledge
 Paper-and-pencil tasks  Authentic tasks
 Decontextualized tasks  Contextualized tasks
 A single correct answer  Many correct answers
 Secret standards  Public standards
 Secret criteria  Public criteria
 Individuals  Groups
 After instruction  During instruction
 Little feedback  Considerable feedback
 Objective tests  Performance-based test
 Standardized tests  Informal tests
 External evaluation  Student self-evaluation
 Single assessments  Multiple assessments
 Sporadic  Continual
 Conclusive  Recursive