ASSESSMENT OF LEARNING

Assessment- refers to the process of gathering, describing or

quantifying information about the student performance. It
includes paper and paper and pencil test, extended responses,
and performance assessment are usually referred to as authentic
assessment task.

Measurement- is a process of obtaining a numerical description

of the degree which an individual possesses a particular
characteristic. It answers the questions “how much”.

Evaluation- it refers to the process of examining the

performance of student. It also determines whether or not the
student has met the lesson instructional objectives.

TEST- is an instrument or systematic procedures designed to

measure the quality, ability, skill or knowledge of students by
giving a set of question in a uniform manner.

Testing- is a method used to measure the level of the

achievement or performance of the learners.

PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT

1. Clarity and 4. Validity

Appropriateness of 5. Reliability
Learning Target 6. Fairness
2. Appropriateness of 7. Practicality And
Methods Efficiency
3. Balance 8. Continuity
 9. Authenticity 11. Ethics
10. Communication

The 12 Principles of High Quality

Assessment of Learning for Teachers
1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS
Assessment should be clearly stated and specified and centered on what is truly important.
"Teaching emphasis should parallel testing emphasis."

LEARNING TARGETS

Knowledge Students’ mastery of the content.

Reasoning Students’ ability to use their knowledge.
Skills Students’ ability to demonstrate what they have
learned.
Products Students’ ability to create.
Affects Students’ emotional attainments.

2. APPROPRIATE ASSESSMENT METHODS

Assessment should utilize assessment methods suitable for a particular learning target.

ASSESSMENT METHODS LEARNING TARGETS

Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, products
Oral-question Knowledge, reasoning
Observation Knowledge, skills
Self-report Affects

3. BALANCE
Assessment methods should be able to assess all domains of learning and hierarchy of objectives.

DOMAINS OF LEARNING:
Cognitive
Affective
Psychomotor
 HIERARCHY OF OBJECTIVES
(BLOOM) (ANDERSON)
Evaluation Create
Synthesis Evaluate
Analysis Apply
Application Analyze
Comprehension Understand
Knowledge Remember

4. VALIDITY
Assessment should be valid. There are several types of validity that are to be established.

TYPES OF VALIDITY

Content Validity
Face Validity
Concurrent Validity
Predictive Validity
Discriminant Validity
Construct Validity

5. RELIABILITY
Assessment should show consistent and stable results. There are methods which can be used to
measure and establish reliability.

RELIABILITY CAN BE MEASURED USING:

Test-retake or Retest Method Giving the same examination after several

minutes to several years.
SPLIT-HALF This is used to establish internal consistency
using Pearson r formula.
Parallel-form/Equivalence test Giving the same examination within the day.
Test of Stability Giving the same examination content but not in
the same manner or form after several minutes
to several years.
Measurement of stability & Equivalence Giving the same examination content but not in
the same manner or form within the day.
Kuder-Richardson Establishment of reliability using KR 21 and
KR 20 formulas.

6. FAIRNESS
Assessment should give equal opportunities for every student. There should be no discrimination of
any kind (racial, age, gender, etc.)

7. AUTHENTICITY
Assessment should touch real life situations and should emphasize practicability.

8. PRACTICALITY & EFFICIENCY

Assessment should save time, money, etc. It should be resourceful.

9. ASSESSMENT IS A CONTINUOUS PROCESS.

Because assessment is an integral part of the teaching-learning process, it should be continuous.

ASSESSMENT FORMS:

PLACEMENT ASSESSMENT Done before instruction to assess

the needs of the learners to determine their
capacities and capabilities.

FORMATIVE ASSESSMENT Done during instruction

to monitor students’ progress and
to reinforce learning.

DIAGNOSTIC ASSESSMENT Done to see the problems and

learning difficulties of the students.

SUMMATIVE ASSESSMENT Done after instruction to assess students’ 

achievement and to see the result of the
teaching-learning process.

10. ETHICS IN ASSESSMENT

Assessment should not be used to derogate the students. One example of this is the right to
confidentiality.

11. CLEAR COMMUNICATION

Assessment's results should be communicated to the learners and the people involved.
Communication should also be established between the teacher and the learners by way of pre- and
post-test reviews.
12. POSITIVITY OF CONSEQUENCE

Assessment should have a positive effect. It should motivate students to learn and do more and
should give way to improve the teacher's instruction.