“ASSESSMENT OF

LEARNING 1”
Profed09
Integ 3

Name: Panaguiton, Jiezl Mae A.

Student NO.: TA180349
Year : 4th Year
Section: Belemed
Course Facilitator: Ms. Oharrah Mae B. Ledesma

What is Assessment of Learning?

  Assessment for learning (AFL) is an approach to teaching and
learning that creates feedback which is then used to improve
students’ performance. Students become more involved in the
learning process and from this gain confidence in what they are
expected to learn and to what standard.

There are BASIC CONCEPTS in Assessing the Students:

 Test -an Instrument designed to measure any characteristic, quality, ability,

knowledge or skill. It comprised of Items in the area. it is designed to
measure.

 Measurement -a process of quantifying the degree to which

someone/something possesses a given trait. ie., quality, characteristic, or
feature.

 Assessment - process of gathering and organizing quantitative or qualitative

data into an interpretable form to have a basis for judgment or decision-
making, it is a pre-requisite to evaluation. It provides the information which
enables evaluation to take place.

 Evaluation - a process of systematic interpretation, analysis, appraisal or

judgment of the worth of organized data as basis for decision-making. It
Involves judgment about the desirability of changes in students.

 Traditional Assessment - it refers to the use of pen-and-paper objective test.

�Alternative Assessment - It refers to the use of methods other than pen-
and-paper objective test which includes performance tests, projects,
portfolios, journals, and the likes.

 Authentic Assessment - It refers to the use of an assessment

method that simulate true-to-life situations. This could
be objective tests that reflect real-life situations or
alternative methods that are parallel to what we
experience in real life.

PURPOSES OF CLASSROOM ASSESSMENT

1. Assessment FOR Learning - this Includes three types of assessment
done before and during instruction. These are placement, formative and
diagnostic.

a. Placement - 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.
• The results of this assessment place students in specific learning groups to
facilitate teaching and learning.

b. Formative - done during instruction

• This assessment is where teachers continuously monitor the students'
level of attainment of the learning objectives (Stiggins, 2005)
• The results of this assessment are communicated clearty and promptly to
the students for them to know their strengths and weaknesses and the
progress of their learning.

c. Diagnostic - done during instruction

• This is used to determine students’ recurring or persistent difficulties.
• It searches for the underlying causes of student’s learning problems that
do not respond to first aid treatment.
• It helps formulate a plan for detailed remedial instruction.
2. Assessment OF Learning - this 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 or letter grades.

• The results of which are communicated to the students, parents, and other
stakeholders for decision making.

•It is also a powerful factor that could pave the way for educational
Reforms.

3. Assessment AS learning -this 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 following competencies needed in performing their work as
assessors.

 Standards for Teacher Competence In Educational Assessment of

Students (Developed by the American Federation Teachers National,
Council on Measurement In Education, National Education Association)

1. Teachers should be skilled in choosing assessment methods appropriate

for instructional decisions.

2. Teachers should be skilled in developing assessment methods appropriate

for instructional decisions.

3. Teachers should be skilled in administering, scoring and interpreting the

results of both externally produced and teacher-produced assessment
methods.
4. Teachers should be skilled in using assessment results when making
decisions about individual students, planning teaching, developing
curriculum, and school improvement.

5. Teachers should be skilled in developing valid pupil grading procedures

which use pupil assessments.

6. Teachers should be skilled in communicating assessment results to

students, parents, other lay audiences, and other educators.

7. Teachers should be skilled in recognizing unethical, illegal, and otherwise

inappropriate assessment methods and uses of assessment information.

1. PART OF COMPREHENSION SKILLS

 sequencing events
 critical reading
 finding the main idea

2.ALBERT BANDURA
 Social learning theory
 Modelling(essential in pedagogy)

3.OPERANT CONDITIONING
 B.F Skinner
 Reward

4.PERFORMANCE OBJECTIVES
 Tangible performance changes when learners undergo the learning
process

5.COHERENCE
 lesson plans to have consistent and strong
connection from start to finish
 characteristics of the instructional plan that shows interconnectedness
 smooth flow from beginning to end.

6. EVALUATION
 finale of goal oriented instruction

7.KRATHWOHL'S AFFECTIVE DOMAIN COVR

 Characterization
 Organization
 Valuing
 Responding

8.EXPERT POWER

 shown when teacher makes his student feel that he is knowledgable

about the lesson

9. REFERENT POWER

 shown when teacher makes his students feel important and bieng a
part of the group the way they are.

10. SIGNAL INTERFERENCE

 when teacher looks in his students eyes to tell them that he

disapproves of their mischievous behavior
 when the teacher put his index finger near the lips to sign silence

11. REWARD POWER

 is the authority of teacher to give student grade that he/she

deserves.

12. WITH-IT-NESS

 eyes of the back of the head

13. BLOOMS COGNITIVE TAXONOMY

 ES AnACK
1.Evaluation
2.Synthesis
3.Analysis
4.Application
5.Comprehension 6.Knowledge