Assessment and Evaluation in Social Sciences

Name: _______________________________________________ Set: ___________________

What is Assessment?
Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and
experience for the purpose of developing a deep understanding of what student’s know, understand, and can do with their
knowledge as a result of their educational experience; the process culminates when assessment results are used to improve
subsequent learning.

What is Evaluation?
Evaluation is a process that critically examines a program. It involves collecting and analyzing information about a
program's activities, characteristics, and outcomes. Its purpose is to make judgments about a program, to improve its
effectiveness, and/or to inform programming decisions (Patton, 1987).

Graded/Assessment of Learning

Example: Mrs. Cruz administer a test to her student’s to be able to find out what subject-matter is the most learned of
her students during their previous year.

Read the example above. Is it an example of assessment or evaluation? Why?

Activity #1: Read the following statement. Tell whether the given statement is an example of assessment or
evaluation. (3 points each)
Use 2 to 3 sentences to defend your answer.

1. Mr. Gonzales conducted an examination to his students to measure the level of their mastery after a unit.
___________________________________________________________________________________________
_____________________________________________________________________________________
2. A teacher administered a test to find out if his teaching strategy used during the lesson is appropriate for the
subject-matter discussed.
___________________________________________________________________________________________
_____________________________________________________________________________________

3. A Math teacher measures his class performance in order to formulate or device a plan that may improve the
learning process.
___________________________________________________________________________________________
_____________________________________________________________________________________
4. A Science teacher allows her students to perform their experiment activities to test the different hypothesis that
appearing on their experiment. Then she recorded the scores obtained by each learner.
___________________________________________________________________________________________
____________________________________________________________________________________
5. A Social Study teacher administered test to her students to know what are the learning-competencies that they are
weak.
___________________________________________________________________________________________
_____________________________________________________________________________________
Activity #2: Differentiate Assessment and Evaluation on your own words. (10 pts) You may give example situation
to elaborate your answer.

Performance Indicator Score

The student is able differentiate assessment
and evaluation clearly and substantially. 10 points
(with examples, correct grammar, etc.)
The student is able differentiate assessment
and evaluation clearly. 8 points
(with examples, correct grammar, etc.)
The student is able differentiate assessment
6 points
and evaluation but not quite.
The student is not able to differentiate
0 – 4 points
assessment and evaluation.

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________

3 Types of Assessment

Assessment OF Learning – assessment ng pagkatuto

Assessment of learning: occurs when teachers use evidence of student learning to make judgements on
student achievement against goals and standards. Graded

Example: Summative Test, Unit Test, Periodic Exam, Major Exams (prelim, midterm, semi-finals, finalexam)

Assessment FOR Learning – assessment para sa pagkatuto

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.

Example: Formative Test, Diagnostic Test (Pre-tests – Post-tests)

Assessment AS Learning – assessment bilang pagkatuto

Assessment as learning: occurs when students reflect on and monitor their progress to inform their future
learning goals.

Activity No. #3
Instruction: Read the following situation. Tell whether the purpose of assessment is FOR, AS or OF learning.

____________________1. A teacher administered a test to measure the mastery level of her students. She has recorded
her students’ scores for grading purposes.

____________________2. Miss Salvador wants to improve her teaching effectiveness. So, she conducted an assessment
to her students to determine what part of the lesson that she will focus more on.

____________________3. Mrs. Tamayo, a grade 12 teacher, asked her students to write an open letter with regards to
their learning for the whole week in Araling Panlipunan.

____________________4. The Grade 10 class accomplished their journal to be submitted to their class adviser for
assessment.

____________________5. A teacher had recorded the scores of her students but did not grade it. She did this to determine
the increase of her students' mastery level as they go along with a particular subject matter.
Importance of Assessment
- To find out what the students know (knowledge)
- To find out what students can do, and how well can they do it (skill; performance)
- To find out how students go about the task of doing their work (process)
- To find out how the students feel about their work (motivation, effort)

What is Student Assessment for?

- To help us design and modify programs to better promote learning and student success.

Functions of Assessment
1. Diagnostic: tells us what the student needs to learn
2. Formative: tells us how well the student is doing as work progresses
3. Summative: tells us how well the student di at the end of a unit
15 Formative Assessment Activities You’ll
Love Using
1. Peer Quizzes: Students can write their own questions about the content and then quiz
each other. They would also spend time going through the incorrect answers with each
other to heighten their understanding.

2. 5x5 Journal: Journaling has been proven to be one of the best reflection tools around
for learning. Have students journal about the five most interesting ideas they discover
during a lesson. Next, they identify five things that resonate with them about each one and
explain why.

3. Past Postcards: Have students adopt the personality of a historical figure and write a
postcard to another historical figure from the same era. They can discuss a significant
event from history that has just occurred.

4. Cool Collages: Ask students to make a collage or poster from magazine photos for
demonstrating their understanding of a concept. They can use standard art materials
or use apps designed for drawing.

5. Talk it Out: Students can host their own talk show and discuss the important points of
any lesson. They write their own questions and answers, and can even play characters of
their own creation.

6. Daring Doodles: Challenge students to use a drawing rather than words to show

understanding of a concept. This is the perfect exercise for those kids who have difficulty
speaking out in class.

7. Exploration Table: At the end of class, each student answers the following questions
presented to them on index cards:

 What did we do in class?

 Why did we do it?
 What did I learn today?
 How can I apply it?
 What questions do I have about it?

8. 3-2-1: Have students write or talk about 3 things they learned, 2 things they still want to
learn, and 1 question they have. These values are interchangeable and can be used in
different combinations, or with different questions altogether.
9. Four Corners: This is a great way to encourage dynamic movement while learning
multiple-choice questions. Designate each corner of the classroom to represent A, B, C,
and D. Students go to the corner that they believe corresponds with the correct answer.

10. Traffic Cards: Students create index cards with a large green marker circle on one
side and red on the other. If they are following along and understanding the lesson, the
green side of their card is upright and visible to you. When they do not understand
something and need clarification, they flip the card to show you the red side. Here is an
alternative method that can be downloaded for free and printed on coloured card stock
for quick use.

11. Twitter Board: Students summarize what was learned in a lesson using 140
characters. Pin small strips of paper to a poster or cork board to resemble a Twitter feed.

12. Top Ten Lists: Students can write out their ten most important takeaways from a
lesson plan or a class discussion. Encourage them to create lists that are humorous and
fun.

13. Roll the Dice: Put a 6-sided dice at each desk. At the end of class, each student rolls
and briefly answers aloud a question based on the number rolled:

1. I want to remember …
2. Something I learned today
3. One word to sum up what I learned
4. Something I already knew
5. I’m still confused about …
6. An “aha” moment that I had today

14. Enthusiasm Example Chart: Students rank what they learned that day and how
much they enjoyed the lessons. They then elaborate on a Post-It, offering details about
what they found helpful to them in having a successful learning day. They can also share
what prevented them from having a fulfilling day. Compile the data and discuss it in class
the next day.

15. Quick Quotable: Have students create two columns on a piece of paper. On one side
have them write 5 or 6 of their most favourite quotes from people they admire. In the
adjoining column, have them write their own interpretation of the what the quote means to
them and why it appeals to them. If they’re feeling good about it, have them consider
what makes a great quote as they write their own about ideas that are important to them.