MODULE WEEK NO.

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GINGOOG CITY COLLEGES, INC
Paz Village Sub., Brgy. 24A, Gingoog City

University
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College of Education
ProfEd AL1: Assessment in Learning 1
Semester of A.Y. 2020-2021

Introduction

Student assessment, evaluation, and measurement play important roles in teaching-learning

process. These support the whole educational system. School greatly depend on assessment,
measurement, and evaluation for improvement. For schools to attain their goals, regular assessment
and evaluation must be conducted. Similarly, students do not learn effectively unless they receive
feedback, which is obtained through educational measures. Teachers similarly cannot be effective
without information gained through measurement of student performance. (Raagas, 2010)
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Rationale

Student assessment, evaluation, and measurement play important roles in teaching-learning process.
These support the whole educational system. School greatly depend on assessment, measurement, and
evaluation for improvement. For schools to attain their goals, regular assessment and evaluation must be
conducted. Similarly, students do not learn effectively unless they receive feedback, which is obtained
through educational measures. Teachers similarly cannot be effective without information gained through
measurement of student performance. (Raagas, 2010)

Intended Learning Outcomes

1. Define the terms: assessment, evaluation, measurement, test, testing, formative assessment,
summative assessment, assessment as , for, of learning, portfolio assessment and
performance assessment
2. Differentiate between assessment, testing, measurement, and evaluation
3. Discuss the principles of high quality assessment.
4. Explain the functions of educational assessment.
5. Identify criterion and norm reference performance.
6. Share positive and negative experiences relative to testing and assessment.

Activity

Task :

INSTRUCTIONS: Give your opinions and reason/s base on the given topic inside the box.

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Discussion

To better understand the nature of classroom assessment, it is important to answer three

questions:

How is assessment When is assessment

What is Assessment?
conducted? conducted?

Lesson 1. Definition of Terms

TEST
What is a test?
 formal and systematic instrument, usually paper and pencil procedure designed to assess the
quality, ability, skill or knowledge of the student by giving a set of question in uniform manner
 compromised of test items on the area it intends to measure
TESTING
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• Testing is one of the different methods used to measure the level of scoring and interpretation of the
procedures designed to get information about the extent of the performance of the students.

Types of TEST according to Purpose

1. Educational Test- aims to measure the results of instruction. Administered after the instructional
process.
2. Achievement Test – What the student has achieved at the end of instruction; what has been
learned?
3. Psychological Test – aims to measure students intelligence or mental ability in a large degree
without reference to what the student has learned; intangible aspects of an individual;
administered before the instructional process
4. Aptitude Test – area(s) where the student will likely succeed; specifically measures different mental
processes like verbal reasoning, numerical reasoning, spatial reasoning, mechanical reasoning,
judgment, analysis, logic
5. Personality Test – student’s personal test
6. Intelligence Test – student’s mental ability; innate/inherent capacity of the mind without any
background training

Kind of Test in Teaching-Learning Process

1. OBJECTIVE TEST – are test with definite answers and therefore are not subject to personal bias
2. TEACHER-MADE TEST – constructed by teachers based on the contents of different subject thought
3. DIAGNOSTIC TEST – measure a student’s strengths and weaknesses, usually to identify deficiencies
in skills or performance
4. FORMATIVE TEST – monitor student’s attainment of the instructional objective
5. SUMMATIVE TEST - conclusion of instruction and measures the extent to which students have
attained the desired outcomes
6. STANDARDIZED TEST- contents have been selected for which norms or standards have been
established.

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Can Achievement Be Measured?
In principle, all important outcomes of education are measurable. They may not be measurable on
the current available test or may not measurable in principles but if they are important, they can be
measured.
An educational outcome must make a difference to become important. The bases of measurement
exist if it makes a difference. If a person who has more of it behave differently from a person who has
less of it and observable then achievement is measurable.

The Functions Of Achievement Tests

1. To measure student achievement and thus contribute to the evaluation of educational
progress and attainments. Test can and often help teachers to give more valid, reliable grades.
These grades are intended to summarize a comprehensive evaluation of student’s achievement,
because they are reported to the students and parents to indicate the effectiveness or lack of
their efforts.
2. To motivate and direct student learning. The experience of almost all students and teachers
supports the idea that student study harder when they expect examination and emphasize
studying those topics which they expect to be tested. If the student knows in advance that they
will be tested, if they know what the test requires, and the test does measuring the
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achievements of essential course objectives, then its motivating and guiding influence will be
most wholesome.

Kinds of Achievement Tests

Tests are sometimes differentiated by the type of score interpretation they most readily yield.
This type of test-score interpretations can be categorized as content-referenced, group referenced, or
criterion-referenced.
1. Content-Referenced
Content-referenced interpretations is made when the performance level of an individual is
compared with (referenced to) a specific content area. The meaning of the test score is derived
from test content regardless of how other examinees may have scored.
2. Group-Referenced
A group-referenced interpretation is made when an individual’s score is compared with the
scores of other individuals in a specific group.
3. Criterion-referenced
This interpretation is made when an individual’s score is compared with a cutoff score that
represents a performance standard. Each examinee who exceeds the criterion score is judge as
“acceptable”, “passing”, or “admitted”; each examinee who scores below the criterion scores is
“unacceptable”, “failed”, or “rejected”

LET’S DO IT
Answer Worksheet 1.1

ASSESSMENT
It is customary in the educational setting that at the end of a quarter, trimester, or semester, students
receive a grade. The grade reflects a combination of different forms of assessment that both the teacher
and the student have conducted. These grades were based on a variety of information that the student and

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teacher gathered in order to objectively come up with a value that is very much reflective of the student’s
performance. The grades also serve to measure how well the students have accomplished the learning goals
intended for them in a particular subject, course, or training. The process of collecting various information
needed to come up with an overall information that reflects the attainment of goals and purposes is
referred to as assessment. The process of assessment involves other concepts such as measurement,
evaluation, and testing.
The teacher and students use various sources in coming up with an overall assessment of the
student’s performance. A student’s grade that is reflective of their performance is a collective assessment
from various sources such as recitation, quizzes, long tests, final exams, projects, final papers, performance
assessments, and the other sources. Different schools and teachers would give certain weights to these
identified criteria depending on their set goals for the subject or course. Some schools assign weights based
on the nature of the subject area, some teachers would base it on the objectives set, and others treat all
criteria set with equal weights. There is no ideal weight for these various criteria because it will depend on
the overall purpose of the learning and teaching process, orientation of the teachers, and goals of the
school.
An overall assessment should come from a variety of sources to be able to effectively use the
information in making decisions about the students. For example, in order to promote a student on the next
grade or year level, or move to the next course, the information taken about the student’s performance
should be based on multiple forms of assessment. The student should have been assessed in different areas
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of their performance to make valid decisions such as for their promotion, deciding the top pupils, honors,
and even failure and being retained to the current level. These sources come from objective assessments of
learning such as several quizzes, a series of recitation, performances,
assessment on different areas, and feedback. These forms of assessment are generally given in order to
determine how well the students can demonstrate a sample of their skills.
Assessment is integrated in all parts of the teaching and the learning process. This means that
assessment can take place before instruction, during instruction, and after instruction. Before instruction,
teachers can use assessment results as basis for the objectives and instructions for their plans. These
assessment results come from the achievement tests of students from the previous year, grades of students
from the previous year, assessment results from the previous lesson or pretest results before instruction
will take place. Knowing the assessment results from different sources prior to planning the lesson helps
teachers decide on a better instruction that is more fit to the kind of learners they will handle, set objectives
appropriate for their developmental level, and think of better ways of assessing students to effectively
measure the skills acquired. During instruction, there are many ways of assessing student performance.
While class discussion is conducted, teachers can ask questions and students can answer them orally to
assess whether students can recall,
understand, apply, analyze, evaluate, and create an output using the facts presented. During instruction
teachers can also provide seat works and work sheets on every unit of the lesson to determine if students
have mastered the skill needed before moving to the next lesson. Assignments are also provided to
reinforce student learning inside the classroom. Assessment done during instruction serves as formative
assessment where it is meant to prepare students before they are finally assessed on major exams and
tests. When the students are ready to be assessed after instruction took place, they are assessed in a variety
of skills they are trained for which then serves as a summative form of assessment. Final assessments come
in the forms of final exams, long tests, and final performance assessment which covers larger scope of the
lesson and more complex skills are required to be demonstrated. Assessments conducted at the end of the
instruction are more structured and announced where students need time to prepare.

LET’S DO IT
Answer Worksheet 2

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MEASUREMENT
• Measurement is a process of quantifying or assigning number to the individual's intelligence,
personality, attitude and values and achievement of the student.
Measurement is an important part of assessment. Measurement has the features of quantification,
abstraction, and further analysis that is typical in the process of science. Some assessment results come in
the forms of quantitative values that enable the use of further analysis. Obtaining evidence of different
phenomena in the world can be based on measurement. A statement can be accepted as true or false if the
event can be directly observed. In the educational setting, before saying that a student is “highly
intelligent,” there must be observable proofs to demonstrate that the student is indeed “highly intelligent.”
The people involved in identifying whether a student is “highly gifted” have to gather evidence accurate
information to claim the student as such. When people start demonstrating certain characteristics such as
“intelligence,” by making a judgment, obtaining a high test score, exemplified performance in cognitive
tasks, high grades, then measurement must have taken place. If measurement is carefully done, then the
process meets the requirements of scientific inquiry. Objects per se are not measured, what is measured
are the characteristics or traits of objects. These measurable characteristics or traits are referred to as
variables. Examples of variables that are studied in the educational setting are intelligence, achievement,
aptitude, interest, attitude, temperament, and others.
Nunnaly (1970) defined measurement as “consist of rules for assigning numbers to objects in such a
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way as to represent quantities of attributes.” Measurement is used to quantify characteristics of objects.

Quantification of characteristics or attributes has advantages:
1. Quantification of characteristics or attributes determines the amount of that attribute present. If a
student was placed in the 10th percentile rank on an achievement test, then that means that the student
has achieved less in reference to others. A student who got a perfect score on a quiz on the facts about the
life of Jose Rizal means that the student has remembered enough information about Jose Rizal.
2. Quantification facilitates accurate information. If a student gets a standard score of -2 on a
standardized test (standard scores ranges from -3 to +3 where 0 is the mean), it means that the student is
below average on that test. If a student got a stannine score of 8 on a standardized test (stannine scores
range from 1 to 9 where 5 is the average), it means that the student is above the average or have
demonstrated superior ability on the trait measured by the standardized test.
3. Quantification allows objective comparison of groups. Suppose that male and female students
were tested in their math ability using the same test for both groups. Then mean results of the males math
scores is 92.3 and the mean results of the females math scores is 81.4. It can be said that males performed
better in the math test than females when tested for significance.
4. Quantification allows classification of groups. The common way of categorizing sections or classes
is based on students’ general average grade from the last school year. This is especially true if there are
designated top sections within a level. In the process, students grades are ranked from highest to lowest
and the necessary cut-offs are made depending on the number of students that can be accommodated in a
class. The best example is ranking of Honors.
5. Quantification results make the data possible for further analysis. When data is quantified,
teachers, guidance counselors, researchers, administrators, and other personnel can obtain different results
to summarize and make inferences about the data. The data may be presented in charts, graphs, and tables
showing the means and percentages. The quantified data can be further estimated using inferential
statistics such as when comparing groups, benchmarking, and assessing the effectiveness of an instructional
program.
The process of measurement in the physical sciences (physics, chemistry, biology) is similar in
education and the social sciences. Both use instruments or tools to arrive with measurement results. The
only difference is the variables of interest being measured. In the physical sciences, measurement is more
accurate and precise because of the nature of physical data which is directly observable and the variables
involved are tangible in all senses. In education, psychology, and behavioral science, the data is subject to

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measurement errors and large variability because of individual differences and the inability to control
variations in the measurement conditions. Although in education, psychology, and behavioral science, there
are statistical procedures for obtaining measurement errors such as reporting standard deviations, standard
errors, and variance.
LET’S DO IT
Answer Worksheet 3

EVALUATION
Evaluation is arrived when the necessary measurement and assessment have taken place. In order
to evaluate whether a student will be retained or promoted to the next level, different aspects of the
student’s performance were carefully assessed and measured such as the grades and conduct. To evaluate
whether the remedial program in math is effective, the students’ improvement in math, teachers’ teaching
performance, whether students’ attitude towards math changed should be carefully assessed. Different
measures are used to assess different aspects of the remedial program to come up with an evaluation.
According to Scriven (1967) evaluation is “judging the worth or merit” of a case (ex. student), program,
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policies, processes, events, and activities. These objective judgments derived from evaluation enable
stakeholders (a person or group with a direct interest, involvement, or investment in the program) to make
further decisions about the case (ex. students), programs, policies, processes, events, and activities.

Purpose of Evaluation
The purpose of evaluation is to make judgements about the quality or worth of something –
an educational program, worker performance or proficiency, or student attainments. This is what
we attempt to do when we evaluate students’ achievements, employee’s productivity, or
prospective practitioner’s competencies. Evaluation may answer such questions as,
How good is the level of achievement?
How good is the performance?
Have they learned enough?
Is their work good enough?
These are questions of value that require the exercise of judgment. Evaluation is the process
of making that judgements. In addition, the term is used to refer to the product of the process. An
example to this is when a teacher submits evaluation (product) of the students’ school
performance to their parents following the teacher’s evaluation (process) of the students’
accomplishments.

Measurement and evaluation are not synonymous with each other. A teacher or supervisor
may give test to students to follow tradition, but the result may not evaluate the goals of
instruction.
Evaluation refers to the consideration of evidence in the light of the value standard and in
terms of particular situations and the goals, which the group or individuals are striving to attain.
For instance, teachers or supervisors evaluate the students’ achievements simply because of their
concern whether or not they are able reach the purpose or goal of their teaching efforts.
Assessment, on the other hand, generally has broader connotations than does measurement.

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According to Oosterhof (2001), assessment refer 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 goals.

FORMATIVE AND SUMMATIVE EVALUATION

FORMATIVE EVALUATION – conducted to monitor the instruction process to determine whether the
learning is taking place as planned, the formative test must not to be low or too high. A method of judging
the worth of a program while its activities are in progress. This type of evaluation focuses on process. The
results of the formative evaluation give opportunities to the proponents, learners and teachers how well
the objectives of the program are being attained. Its main objective is to determine deficiencies so that the
appropriate interventions can be done and also be used in analyzing learning materials, student learning
and achievements and teacher effectiveness.

Uses of Formative evaluation for Students

1. Reinforcement – results of formative evaluation should inform the learners whether they have
mastered a unit or not. Feedbacking is an effective reward of reinforcement to learners and may
then adjust their efforts at their own level in order to protect their ego.
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2. Diagnosis - the errors made by the students in the formative evaluation diagnose the weakness or
strength of the students as bases for remedial instructions.
Uses of Formative evaluation for Teachers
1. Handling errors – The teacher should handle errors made by majority of the students. These errors
should be reviewed by the class at the next sessions.
2. Quality control – If the teacher keeps records of the past performance of the students on the result
of formative evaluation, he can make use of these records as basis for remedial instruction and
improvement of instructions by using different technique and strategies, aids and devices.
3. Forecasting – the results of summative test can be predicted on the basis of formative evaluation
outcomes.

SUMMATIVE EVALUATION – conducted at the end of an instructional segment to determine if learning is

sufficiently complete to warrant moving the learner to the next segment of instruction. A method of judging
the worth of a program at the end of the program activities. The focus is on the result. The instrument used
to collect data for summative evaluation are questionnaire, survey forms, interview/observation guide or
tests. Summative evaluation is designed to determine the effectiveness of the program or activity based on
its purposes or learning standards.

USES OF SUMMATIVE EVALUATION

1. To assign grades. The results of summative test are rated, whether letter or numerical grades, on
the basis of standard set for mastery . this standard indicates the specific skills that a student must
achieve and the behavior student must exhibit.
2. To provide feedbacks to the students. The grades that assigned on the results of summative test is
constructed carefully with fairly well dispersed items on the test and if multiple scores are given on
the behavioral categories, then the learners will receive more feedbacks on their performance
especially if sufficient items in each category are reliable.
3. To compare outcomes of different groups. The outcomes of the different teaching techniques and
strategies, different teaching aids and devices and different types of students are reliable.

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FUNCTIONS OF MEASUREMENT AND EVALUATION
1. To measure student achievement – students’ achievement can be determined whether they have
reached the goals of the learning ask or not through measurement and evaluation.
2. To evaluate instruction – effectiveness or ineffectiveness of instructions through measurement and
evaluation, just like if the result of an achievement test is high or low.
3. To motivate learning – if students result in achievement test is high, it may arouse their interest and
strive more if the result is low.
4. To predict success – success and failure of student is predicted based on the results of their
achievements.
5. To diagnose the nature of difficulties – the weaknesses of the learner can be identified through
measurement and evaluation, particularly, diagnostic test.
To summarize, we measure height, distance, weight; we assess learning outcome; we evaluate
results in terms of some criteria or objectives.

LET’S DO IT
Answer Worksheet 4 and 5
COURSE MODULE

Lesson 2. MODES OF ASSESSMENT

Let us now look at some of the different modes of assessment and define some of the basic terms.
Table 1.1 New Trends of Assessment
Assessment Traditional
Definition Conventional methods of
testing which usually
produce a written output
Descriptions Pen and paper mode of
assessing any quality, skill
or knowledge
Examples Standardized and
teacher-made tests
Advantages • Scoring is objective
• Administration is easy
as students take the
test at the same time
Performance based Portfolio Authentic
An approach to Meaningful collection of Perform a real-world task
teaching and learning learner’s works that that demonstrate
that emphasizes represents meaningful application of
students being able to competencies, essential knowledge and
do, or perform, specific exemplary work, or the skills
skills as a result of learner's developmental
instruction progress
Requires the student Dynamically and Assessment methods that
collaboratively gathers simulates true-to-life
multiple indicators of simulations
student progress to
support course goals
Projects, practical test, Working portfolios, Could be objective tests
oral and aural test show portfolios, that reflect real life
documentary portfolios situations or alternative
methods that are close to
what we experience in real
life
• Relatively easy to • Measures student’s None
prepare growth and
• Measure behavior development
that cannot be faked • Intelligence-fair

Disadvantages • Time-consuming to • Scoring tends to be • Development is time None

prepare subjective without consuming
• Prone to guessing and the rubric • Rating tends to
cheating • Time consuming to subjective without
administer rubric

Based on the new trends of assessment, why authentic assessment has no advantages and
disadvantages? Justify every given reason/s.
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Formative and Summative Assessment
Since assessment is prerequisite to evaluation, then it has also summative and formative
assessment.
Formative assessment. This is assessment that is carried out during a programme of instruction, its
main object being to provide the learners with feedback on how they are doing and thus help them to learn
more effectively. It does not normally count towards a final grade, mark or award, nor is it normally used to
determine whether the learner will be allowed to progress to a later stage of a course. It is, however,
sometimes used to permit entry to an examination - the class certificate or 'duly performed' approach.
Examples of formative assessment include:
 Diagnostic assessment carried out at the end of a particular session or section within a wider
programme in order to establish how much has been learned, eg via an oral test, short written test
or practical test.
 Course work that is set in order to give the students practice in carrying out a particular activity
and/or provide them with feedback on progress.
 Discussion between a student and a mentor or tutor regarding work done and/or progress made.

Summative assessment. This is assessment that is normally carried out at the end of a programme of
instruction or section thereof in order to establish or measure what the learner has achieved. It differs from
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formative assessment in that it generally does count towards a final grade, mark or award, or is used to
determine whether the learner is allowed to make progress through the course. Examples of summative
assessment include:
 Written, practical and oral examinations conducted at the end of a programme of instruction.
 Continuous assessment such as intermediate tests, assessed course work or assessment of work
placement carried out during a programme of instructions.
 Diagnostic assessment that is carried out in order to predict future performance or act as a vehicle
for selection.

LET’S DO IT
Answer Worksheet 6

TYPES OF ASSESSMENT
Assessment is integral to the teaching–learning process, facilitating student learning and improving
instruction, and can take a variety of forms. Classroom assessment is generally divided into three types:
assessment for learning, assessment of learning and assessment as learning.
What is the purpose of assessment?
AS LEARNING
(SELF)
FOR LEARNING OF LEARNING
(FORMATIVE) (SUMMATIVE)

ASSESSMENT

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Assessment for Learning (Formative Assessment)
The philosophy behind assessment for learning is that assessment and teaching should be integrated
into a whole. The power of such an assessment doesn't come from intricate technology or from using a
specific assessment instrument. It comes from recognizing how much learning is taking place in the
common tasks of the school day – and how much insight into student learning teachers can mine from this
material. Examples of 21st century assessment for learning tools, which include both diagnostic tests and
formative assessments, are eportfolios, teacher observations, class discussions, and works in progress with
comments, think-pair-share, journals, observation checklists, concept maps, and rubrics.

Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-
day basis and modify their teaching based on what the students need to be successful. This assessment
provides students with the timely, specific feedback that they need to make adjustments to their learning.

After teaching a lesson, we need to determine whether the lesson was accessible to all students while
still challenging to the more capable; what the students learned and still need to know; how we can
improve the lesson to make it more effective; and, if necessary, what other lesson we might offer as a
better alternative. This continual evaluation of instructional choices is at the heart of improving our
teaching practice. (Burns 2005, p. 26)
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Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and their parents know
how well each student has completed the learning tasks and activities. It provides information about
student achievement. While it provides useful reporting information, it often has little effect on learning.
Examples of 21st Century Assessment of Learning tools are eportfolios, with "best piece" samples to show
progress, open-ended response questions, descriptions of observations in Science experiments, historical
role-playing arguments about the impact of decisions on current life, the writing process applied to poetry,
long-term projects and problem-based reports.
Table 1.2 Comparing Assessment for Learning and Assessment of Learning
Assessment for Learning Assessment of Learning
(Formative Assessment) (Summative Assessment)
Checks learning to determine what to do next and then Checks what has been learned to date.
provides suggestions of what to do—teaching and learning
are indistinguishable from assessment.
Is designed to assist educators and students in improving Is designed for the information of those not directly involved in
learning. daily learning and teaching (school administration, parents, school
board, Alberta Education, post-secondary institutions) in addition
to educators and students.
Is used continually by providing descriptive feedback. Is presented in a periodic report.
Usually uses detailed, specific and descriptive feedback—in Usually compiles data into a single number, score or mark as part
a formal or informal report. of a formal report.
Is not reported as part of an achievement grade. Is reported as part of an achievement grade.
Usually focuses on improvement, compared with the Usually compares the student's learning either with other
student's “previous best” (self-referenced, making learning students' learning (norm-referenced, making learning highly
more personal). competitive) or the standard for a grade level (criterion-
referenced, making learning more collaborative and individually
focused).
Involves the student. Does not always involve the student.
Adapted from Ruth Sutton, in Alberta Assessment Consortium, Refocus: Looking at Assessment for Learning (Edmonton, AB: Alberta
Assessment Consortium, 2003), p. 4. Used with permission from Ruth Sutton Ltd.

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Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills. This form of
assessment is crucial in helping students become lifelong learners. As students engage in peer
and self-assessment, they learn to make sense of information, relate it to prior knowledge and
use it for new learning. Students develop a sense of ownership and efficacy when they use
teacher, peer and self.
As students asses their own work and/or with their peers with the use of the scoring
rubrics, they learn on their own. At the same time, as they engaged in self-assessment, they
learn about themselves as learners. In short, in Assessment AS learning, students set their
targets, actively monitor and evaluate their own learning in relation to their set target. As a
consequences, they become self-directed or independent learners.
LET’S DO IT
Answer Worksheet 7

Sample of Graphic Organizer as Assessment Tool

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Reflection Journal IRF Worksheets

What realization What ideas How can I apply Essential question: What is assessment
did I make? need further these ideas to do my
clarification? performance task?
Initial answer: ____________________

Revised answer: __________________

Final answer: _____________________

3-2-1 Process Cornell’s Note

3 2 1 What have I How did I learn What questions
Things that you Things that you Things that you learned? it? do I still have?
understand want to know don’t understand

Dialectical Journal Double-entry Journal

Quotation/ Page Why do I find this Quotation or text: Quitter never win, winner never quit!
phrase/ quotation/phrase/ sentence
A phrase or sentence I My thoughts about the
sentence interesting or important?
especially like. quotation/text

Synthesis Journal Synthesis Journal

What I did? What I learned? How can I use it? The unit’s lesson was on ______________.

One key idea was _______________________.

This is important because _________________________.

Another key idea was____________________.

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Generalization Table

Essential question: What is assessment?

My initial My findings and Supporting Qualifying My generalization

thoughts corrections evidence conditions

It says, I say and So...

Cause and Effect
Reading strategies: Making inferences, making connections
The cause is the reason why, and the effect is the event and synthesizing
that happened. Create your own cause.
Question It says… I say… and So…
Cause Effect Write Find Think Combine what
After a month, student’s questions information about what the text says
achievement improved. here from the you know with what you
text that about the know to come
30% of the student failed will answer questions up with one
the exam the answer
question
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Learning Log K-W- H-L Strategy

What did I learn What did I find What questions What I What I want How will I What I
today? interesting in what I do I want to be know? to learn? find out? learned?
have learned? answered?

LET’S DO IT
Answer Worksheet 8

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Lesson 3. PRINCIPLES OF HIGH QUALITY ASSESSMENT
Traditional forms of assessment have been criticized for their limitations to asses student learning.
What is needed is a new paradigm of student assessment that incorporates the four of knowledge, skills,
behavior and attitudes and emphasizes the multiple measurement approach. Quality is improved when the
assessment meet the following important criteria.
1. CLARITY OF LEARNING TARGETS (knowledge, reasoning, skills, products, affects)
Assessment can be made precise, accurate and dependable only if what are to be achieved are
clearly stated and feasible. The learning targets, involving knowledge, reasoning, skills, products and
effects, need to be stated in behavioral terms which denote something which can be observed
through the behavior of the students.
2. Appropriate methods - good match between learning targets and assessment. Following are
samples.
Assessment method Learning target
Subjective – select response Knowledge
Subjective – supply response Knowledge
Essay Reasoning
Performance-based Skills, product
Oral- question Knowledge. reasoning
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Observation Knowledge, skills

Oral-report Affective

3. Balance - Should set targets in all learning and intelligence domain

a. Cognitive
b. Psychomotor
c. Affective
Assessment method should be able to assess all hierarchy of objectives in Bloom’s Taxonomy
4. Validity – is the degree to which score-based inference is appropriate, reasonable and useful
- Something valid is something fair.
- A valid test is one that measures what it is supposed to measure.
Types of Validity
outward appearance of the test, the lowest form of test validity
What do students think of the test?
the test is loaded on a “construct” or factor
Am I testing in the way I taught?
content and format of the instrument
Am I testing what I taught?
-related: the test is judge against a specific criterion
How does this test compare with the existing valid test?
Tests can be made more valid by making them more subjective

5. Reliability -is the extent to which an experiment, test, or any measuring procedure yields the same
result on repeated trials, means consistent and stable results. It is used to measure error in testing.
Errors maybe internal (e.g. fatigue, anxiety, test-taking skills, health, mood) or external (e.g.
directions, item ambiguity, scoring bias, test interruptions, room ventilation, lighting)

6. Fairness - should provide students with equal opportunity to demonstrate achievement

- Opportunity to learn
- Prerequisite knowledge and skills

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- Avoiding teacher stereotype
- Avoiding bias in assessment tasks and procedures
- No discrimination of any kind (racial, gender, age, etc.)
7. Authenticity - meaningful task, clear standards, transferrable learning, emphasize practicality, real-
life situation
8. Practicality and efficiency - the information should be worth the resources and time required to
obtain it
- Something practical is something effective in real situations.
- A practical test is one which can be practically administered.
Questions:

Tests can be made more practical by making it more objective (more controlled items)
9. Continuous process- assessment takes place before, during and after instructions.
- Assessment is an integral part of the teaching- learning process
10. Ethics - should free students from misuse of assessment procedures such as;

1. Gathering data
2. Recording Data
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3. Reporting Data
11. Clear Communication - targets, standards and results should be communicated with students.
Results can be communicated by pre-test and post-test reviews. Feedbacking is the best example.
12. Positive consequences - should motivate both students and teachers to improve or do more,
particularly the effect of the assessment on student motivation and study habits. A goal of high-
quality assessments is that they will lead to better information and decision making about students
- should have positive effect. Learning assessments provide students with effective feedback and
potentially improve their motivation and/or self-esteem. Moreover, assessments of learning gives
students the tools to assess themselves and understand how to improve.

Thus , for any assessment activity in schools to be meaningful to the education process, attention to
the purpose for each test and to the criteria being measured is necessary. To be meaningful, the act of
assessment must be in some way enhance the learning process. It will motivate students to learn better,
teachers teach better, and schools be more educationally effective.

LET’S DO IT
Answer Worksheet 9

Lesson 4. REFERENCED INTERPRETATION

If a student got 25 on examination, he/she may ask the question, “What is 25 mean?” or “Is this a
high score or a low score?”. Basically, the student needs a frame of reference to interpret that score. The
student may at least think of at least one of these references in trying to interpret the score of 25.
If I got 25, how did others do?
Is 25 high or low with respect to what I can do?
Does 25 mean I have improved?
What does 25 mean in terms of what I can and cannot do?

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Table 1.3 Frames of Reference in Interpreting Performance
REFERENCED DEFINITION Interpretation Condition that must Example
provided by this be present for this
reference to be useful
ABILITY Student’s performance How are students Requires good The student can
is interpreted in light of performing measures of what do better if given
that student’s relative to what students are more time
maximum possible they are capable capable of doing;
performance of doing? their maximum
possible
performance
GROWTH Performance is How much Requires pre and Performance
compared with the students improved post measures of portfolio
student’s prior or change relative performance that
performance to what they were are highly reliable
doing earlier?
NORM Interpretation is How well are To whom students Student can type
provided by comparing students doing are being faster than 60%
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the student’s with respect to compared must be of other student

performance with the what is typical or clearly understood
performance of others reasonable?
or with the typical
performance for that
student. Comparing
student’s performance
to another group or
student’s performance
CRITERION Meaning is provided by What can students Content domain Students can type
describing what the do and cannot do? that was assessed 37 words per
student can and cannot must be well- minute
do. Comparing define
student’s performance
to a well-defined
content domain

Achievement Test Interpretations

Test are sometimes differentiated by the type of score interpretation they most readily yield. This
type of test-score interpretations categorized as the following:
1. Content-Referenced - made when the performance level of an individual is compared with (or
referenced to) an explicit content area
a. Domain-referenced- a domain can be broadly conceived as a) single skill or behavior, b) a large
number of related but separate skills of behavior, c) Several somewhat related but separate
skills of behavior, d) Several somewhat related clusters of homogenous skills or behavior, or d)
One single skill or behavior
b. Objective-referenced - when the items in a test adequately correspond at all of the
instructional objectives of interest to the test user, scores can be interpreted in terms of
mastery of those objectives

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2. Group-Referenced - when an individual’s score is compared with the scores of other individuals in a
specific group.
a. Norm-referenced - interpretation involves comparing one’s person’s score with the scores of
other individuals
b. Treatment- referenced - interpretations compare the score of one group with scores of other
group, these are made in a certain research or program where two or more groups exposed to a
different instructional treatment or strategy.
3. Criterion-referenced - interpretation is made when an individual’s score is compare with a cutoff
score that represents a performance standard.

Criterion-Referenced and Norm-Referenced Interpretation in

Assessment

Criterion-referenced assessment.
Here, the performance of students is assessed against pre-determined criteria, without regard to their
performance relative to one another. Such assessment generally involves determining whether the student
or trainee can carry out specific tasks or activities, within a particular situation or context, and to a set
COURSE MODULE

minimum standard. It is normally carried out on a 'pass/fail' basis, or, in modern parlance, on a
'competent/not-yet-competent' basis, with no attempt being made to assign numerical marks to the
performance. Its interpretation must have a well-defined domain.
Criterion-referenced assessment of this type is used in all competence-based courses, and is also used
in the assessment of vocational qualifications. The standard driving test is a good example of criterion-
referenced assessment.

Norm-referenced assessment.
This is assessment that is based on comparing the relative performances of students, either by
comparing the performances of individual students within the group being tested, or by comparing their
performance with that of others of similar age, experience and background. Such assessment may simply
involve ranking the students, or may involve scaling their marks or grades so that they fall on a standard
distribution of some sort.
It may also involve establishing arbitrary pass rates, mark distributions or grade distributions, eg
telling the students that only 10% will be awarded 'A' grades, 20% 'B' grades, 35% 'C' grades, and so on.
Norm-referenced assessment has a long tradition of use in national and professional examinations, and is
widely used in schools and colleges. It is, on the face of it, a rather unfair approach to assessment, since only
relative attainment, not absolute attainment is being recognised. Since the late 1980's, the term has been
applied to virtually all assessment in which students are assigned a percentage mark - or, indeed, a
numerical mark of any sort - as opposed to being assessed with respect to set performance criteria of some
sort, as in criterion-referenced assessment. Norm-referenced interpretations can be made using more
general description of the content domain.
Examples of norm-referenced tests include the NAT, IQ tests, and tests that are graded on a curve.
Anytime a test offers a percentile rank, it is a norm-referenced test. If you score at the 80th percentile, that
means that you scored better than 80% of people in your group.

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Difference of Criterion and Norm Reference Interpretation
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LET’S DO IT
Answer Worksheet 10

Exercises

ANSWER WORKSHEET 1 - 10

Assessment
PORTFOLIO
 Portfolio Entry 1: Portfolio Cover Page, Self-Bibliography
 Portfolio Entry 2: Photocopy of content/text of a chosen one (1) chapter/unit from Grade 7 to Grade 10
Filipino book

 Reflection Essay on Criterion and norm reference tests in a short bond paper with 100 to 150 words.

Resources and Additional Resources

 Assessment and Evaluation of Student: Concepts and Applications (3rd Edition);

Ester L. Raagas, ELR DATStat Analysis Center, Cagayan de Oro city, Third Edition 2012
 Assessment of Learning Outcomes(2nd Edition); Rosita L. Navarro, Lorimar Pub. Inc., 2013
 http://www.slideshare.net/acanonigo/principles-of-high-quality-assessment

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