Module in Chapter 1 FINAL Lessons 1 3 Educ 154

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
Module PRELIMINARY CONCEPTS ON

1 EDUCATIONAL ASSESSMENT
INTRODUCTION
Teachers are expected to continually assess the progress of their students as well as
their own effectiveness as teachers. They have to make assessment decisions in order for
them to substantially improve student performance and be guided in enhancing the
teaching-learning process. Not only that, through assessment decisions that they make,
they can also assist policy makers in improving the educational system.
The qualities of information on which decisions must be based depend on the quality
of the measurement and/or evaluation procedures employed. Thus, as would-be teachers,
you are expected to be familiar with the basic concepts of assessment. These concepts
include test, testing, measurement, assessment and evaluation.
This unit enables you to be acquainted with the basic concepts in assessment. Having
knowledge on these basic concepts will help you understand better the measurement,
evaluation and assessment procedures that you will undertake in your respective future
schools and classrooms to improve student performance and your ability to enhance the
teaching-learning process.
What I Want You to Learn:
At the end of the unit, you must have:

1. familiarized yourself with the different terminologies used in assessment;
explained the significance/importance of assessment and distinguished the kinds
and the purposes of assessment;
2. explained the various approaches to assessment: Assessment For, Of, and As
learning; and
3. clarified the principles in assessing learning outcomes.
Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
LESSONS
LESSON 1. SCOPE AND NATURE OF ASSESSMENT
Definition of Terms
A. MEASUREMENT
Measurement, assessment and evaluation are integral parts of any

educational system. Generally, they are thought of as processes by which
characteristics or achievements of students are assessed and evaluated on the basis of
the obtained measurements. They are, however, considered as complicated process;
hence, it is necessary that they have to be understood by you as would-be teachers in
order that you will be able to undertake them properly and accurately.
Measurement is defined as the process of quantifying the degree to which

someone or something possesses a given trait or an attribute or characteristic by
means of some sort of assessment device. For instance, you want to determine the
height of a student using a meter stick and his weight using a weighing scale. In
education, the numerical value of scholastic ability, aptitude, achievement and the like
can be measured and obtained using instruments such as aptitude test or
achievement test. By doing so, the values of the attribute are translated into numbers
by measurement.
The process of measurement enables us to make more objective description

concerning the trait or characteristic we are trying to measure. Furthermore, it
facilitates comparison because of the qualification of the trait or characteristic being
considered. Thus instead of saying that Mary is more intelligent than Rose, we can say
that Mary has measured IQ of 120 and Rose has a measured IQ of 90.
Measurements occur in several levels depending on what trait, characteristic

or attribute to be measured, the measuring instrument or device to be used, the
degree of accuracy or precision desired and the method of measurement. The levels
or scales of measurement are nominal, ordinal, interval, or ratio.

ASSESSMENT
“Assessment involves the use of experimental data on student’s learning to refine

programs and improve students’ learning.” – Allen
Assessment is a process by which information is gained relative to some known

purpose or goal. In addition, it is a large term that includes testing. Similarly, a test is
also a form of assessment. Also, tests are for administrating assessment made under
unnatural situations.
In other words, assessment is a process of measuring performance. It also

tests the knowledge of the students. For the reason, all tests are assessment but all
assessment are not test. In addition, they conduct tests at the end of the lesson or
unit.
The term “assess” is derived from a latin word “asoidere” meaning “to sit by”
in judgement. There are many definitions and explanations of assessment in
education. Here are some of the definitions given by different authors:
According to Peter W. Airasian (1994), assessment is the process of

collecting, synthesizing and interpreting information to aid in decision making. It
includes all the ways teachers gather information about students to enable them to
understand their students better, monitor their instruction and establish a viable
classroom culture.
According to Freeman and Lewis (1998), to assess is to judge the extent of

students’ learning.
As for Allen (2004), assessment involves the use of empirical data on student
learning to refine programs and improve student learning.
Huba and Freed (2000) on the other hand, defined assessment is the process
of gathering and discussing information from multiple and diverse sources in order to
develop a deep understanding of what students know, understand, and can do with
their knowledge as a result of their educational experiences; the process culminates
when assessment results are used to improve subsequent learning.
Erwin (1991) defined assessment is the systematic basis for making

inferences about the learning and development of students. It is the process of
defining, selecting, designing, collecting, analyzing, interpreting, and using information
to increase students’ learning and development.

Palomba and Banta (1999): Assessment is the systematic collection, review,

and use of information about educational programs undertaken for the purpose of
improving student learning and development.
EVALUATION
An evaluation should be as systematic and impartial as possible (UNEG,

2005).
An evaluation is methodical, providing information that is credible, reliable,

and useful to enable the incorporation of lessons learned into decision-making process
of users and funders (OECD, 2010).
Evaluation is based on empirical evidence and typically on social research

methods, thus on the process of collecting and synthesizing evidence (Rossi Lipsey and
Freeman, 2004).
Conclusions made in evaluations encompass both an empirical aspect and a

normative aspect (Fournier, 2005). It is the value feature that distinguishes evaluation
from other types of enquiry such as basic science research, clinical epidemiology,
investigative journalism, or public polling.
TESTS
A test is a measuring instrument or tool in education. It is an instrument or

device, tangible or otherwise, that is typically used in the quantification of a trait or
characteristic of a person (or object). It is not necessarily a written set of questions to
which an individual responds in order to determine whether he or she “passes” but it
is a type of measuring instrument that requires an individual to respond to the items
or questions and such responses are considered to be indicative of the extent to which
the individual being tested possesses the trait or characteristic being measured.
Examples of these characteristics or traits are knowledge of a certain subject matter,
skills, abilities, feelings, interests, personality, intelligence, or aptitude.
Testing on the other hand, is the process of administering the test on the
students to obtain information about them like their level of achievement. It is the
process of making students take the test in order to gather or obtain quantitative
representation of the cognitive or non-cognitive traits they possess. So, the
instrument or tool that is used in gathering or obtaining data about a student is the
process of administering the test in testing.

Self -Assessment Exercise 1

-A
Write / indicated the instrument you can use to measure the characteristic/trait
indicated:
Trait/Characteristic Instrument
1. The weight of Grade 4 pupils
2. The heights of Grade 2 pupils
3. The length of time first year students
solve a given problem.
4. The achievement of students in
Mathematics
5. The attitudes of students towards
Mathematics
6. The personality of fourth year high
school students
7. The interests of Grade 6 pupils
8. The intelligence of Grade 1 pupils
B. Classifications and Types
Types of Measurement
Measurements can therefore be objective (as in testing) or subjective (as in

perceptions). In the example cited, testing produces objective measurements while
expert's ratings provide subjective measurements. Objective measurements are more
stable than subjective measurements in the sense that repeated measurements of the
same quantity or quality of interest produce more or less the same outcome. For this
reason many people prefer objective measurements over subjective measurements
whenever they are available. However, there are certain facets of the quantity or
quality of interest that cannot be successfully captured by objective procedures but
which can be done by subjective methods e.g. aesthetic appeal of a product or project
of a student, student's performance in a drama, etc. It follows that it may be best to
use both methods of assessment whenever the constraints of time and resources
permit.
Whether one uses an objective or subjective assessment procedure, the
underlying principle in educational measurement is summarized by the following
formula:
Measurement of Quantity or Quality of Interest = True value plus random
error.

Each measurement of the quantity of interest has two components: a true

value of the quantity and a random error component. The objective in educational
measurement is to estimate or approximate, as closely as possible, the true value of
the quantity of interest, e.g. true knowledge of the subject matter. This is a tall order
and one which will occupy most of our time in this particular course.
Objective measurements are measurements that do not depend on the
person or individual taking the measurements. Regardless of who is taking the
measurement, the same measurement values should be obtained when using an
objective assessment procedure. In contrast, subjective measurements often differ
from one assessor to the next even if the same quantity
Types of Assessment
Assessments can be classified in many different ways. The most important

distinctions are: () formative and summative: (2) objective and subjective, (3)
referencing (criterion-referenced, norm-referenced); (4) informal and formal; and (5)
internal and external.
1. Formative and Summative
There are two main types of assessment:

➢ Summative assessment is generally carried out at the end of a course or
project. In an educational setting, summative assessments are typically used
to assign students a course grade.
➢ Formative assessment is generally carried out through a course or project.
Formative assessment, also referred to as educative assessment, is used to aid
learning. In an educational setting, formative assessment might be a teacher
(or peer) or the learner, providing feedback on a student's work, and would
not necessarily be used for grading purposes.
Summative and formative assessment are referred to in a learning context as

"assessment of learning" and "assessment for learning" respectively.
A common form of formative assessment is diagnostic assessment.

Diagnostic assessment measures a student's current knowledge and skills for the
purpose of identifying a suitable program of learning. Self-assessment is a form of
diagnostic assessment which involves students assessing themselves. Forward-
looking assessment asks those being assessed to consider themselves in hypothetical
future situations. Assessments can also be done on pieces of legislation.
Performance-based assessment is similar to formative assessment, as it

focuses on achievement. It is often aligned with the standards-based education

reform and outcomes-based education. Though ideally they are significantly

different from a traditional multiple choice test, they are most commonly associated
with standards-based assessment which use free-form responses to standard
questions scored by human scorers on a standards-based scale, meeting, falling
below, or exceeding a performance standard rather than being ranked on a curve.
A well-defined task is identified and students are asked to create, produce,

or do something, often in settings that involve real-world application of knowledge
and skills. Proficiency is demonstrated by providing an extended response.
Performance formats are further differentiated into products and performances. The
performance may result in a product, such as a painting, portfolio, paper, or
exhibition, or it may consist of a performance such as a speech, athletic skill, musical
recital, or reading.
2. Objective and Subjective
Assessment (either summative or formative) can be subjective. Objective

assessment is a form of questioning which has a single correct answer. Subjective
assessment is a form of questioning which may have more than one correct answer
(or more than one way of expressing the correct answer. There are various types of
objective and subjective questions. Objective question types include true/false
answers, multiple response and matching questions. Subjective questions include
extended-response questions and essays. Objective assessment is becoming more
popular due to the increased use of online assessment since this form of questioning
is well-suited to computerization.
3. Criterion-referenced and Norm-referenced
Test results can be compared against an established criterion, or against the

performance of other students, or against previous performance:
➢ Criterion-referenced assessment, as the name implies, occurs when
candidates are measured against defined (and objective) criteria. Criterion-
referenced assessment is often, but not always, used to establish a person’s
competence (whether s/he can do something). The best known example of
criterion-referenced assessment is the driving test, when learner drivers are
measured against a range of explicit criteria (such as "Not endangering other
road users").
➢ Norm-referenced assessment, is not measured against defined criteria. This
type of assessment is relative to the student body undertaking the
assessment. It is effectively a way of comparing students. The IQ lest is the
best known example of norm-referenced assessment. Many entrance tests
(t0 prestigious schools or universities) are norm-referenced , permitting a
fixed proportion of students to pass ("passing" in this context means being

accepted into the school or university rather than an explicit level of ability).
This means that standards may vary from year to year, depending on the
quality of the cohort; criterion-referenced assessment does not vary from
year to year (unless the criteria change).
4. Informal and Formal
Assessment can be either formal or informal. Formal assessment usually

implicates a written document, such as a test, quiz, or paper. In formal assessment, a
numerical score or grade is given based on student performance. An informal
assessment usually occurs in a more casual manner and may include observation,
inventories, checklists, rating scales, rubrics, performance and portfolio assessments,
participation, peer and self -evaluation, and discussion. Results of informal assessment
do not necessarily contribute to a student's final grade.
5. Internal and External
Internal assessment is set and marked by the school (i.e. teachers and the
students get the mark and feedback regarding the assessment). External
assessment, on the other hand, is set by the governing body and is marked by non
biased personnel. With external assessment, students only receive a mark therefore
they have no idea how they actually performed (i.e. what bits the answered
correctly).
Types of Evaluation
The different types of evaluation are: placement, formative, diagnostic, and

summative.
➢ Placement Evaluation. This type of evaluation is carried out in order to fix

students in the appropriate group or class. ln some schools, for instance,
students are assigned to classes according to their subject combinations, such
as science, technical, arts, commercial, etc. Before grouping is done, an
examination will be carried out first. This is in the form of pretest or aptitude
test. It can also be a type of evaluation made by the teacher to find out the
entry behavior of his students before he starts teaching. This may help the
teacher to adjust his lesson plan. Tests like readiness tests, ability tests,
aptitude tests and achievement tests can be used.
➢ Formative Evaluation. This type of evaluation is designed to help both the
student and the teacher to pinpoint areas where the students has failed to
learned so that this failure can be rectified. It provides a feedback to the
teacher and the student and thus estimating teaching success. Examples are
quizzes, daily recitations and the like.

➢ Diagnostic Evaluation. This type of evaluation is carried out most of the time
as a follow up to formative evaluation. As a 1eacher, you use formative
evaluation to identify some weaknesses in your students so that you can
apply corrective measures in areas where it did not succeed in your teaching.
What you can do next is to design a diagnostic test which you can apply
during instruction to find out the underlying cause of student persistent
learning difficulties. These diagnostic tests can be in the form of achievement
test, performance test, self -rating, interviews, observations, etc.
➢ Summative Evaluation. This type of evaluation is carried out at the end of the
course instruction to determine the extent to which the objectives have been
achieved. It is called a summarizing evaluation because it looks at the entire
course of instruction or program to pass judgement on both the teacher and
the student, the curriculum and the entire system. It is used for grading
purposes and for certification.
Classification of Tests
Tests may be classified according to each of the following.

1. Function (Psychological and educational tests)
2. Extent to which test results may be compared with similar groups
outside of the classroom (teacher-made and standardized tests)
3. The group or domain to which the individual is being compared
(Norm-referenced and criterion-referenced tests)
4. Number of persons for whom test was designed (individual and group
tests)
5. Scoring standards (objective and subjective tests)
6. Amount of time permitted (power and speed tests)
7. Degree and kind of language usage (verbal, performance and non-
language/nonverbal tests)
8. Nature of the behavior sampled (sample and sign tests)
Aside from tests, there are other measuring instruments that can be
employed depending on the type of characteristic or trait to be measured. For
example, if you want to measure the physical characteristics of students like weight,
what measuring instrument is appropriate for you to use? How about height?

Nature of Assessment
Assessment is embedded in the learning process. It is tightly interconnected

with curriculum and instruction. As teachers and students work towards the
achievement of curriculum outcomes, assessment plays a constant role in informing
instruction, guiding the student’s next steps, and checking progress and achievement.
• Classroom assessment involves students and teachers in continuous
monitoring of students’ learning.
• It gives students a measure of their progress as learners. It provides
opportunity for close observation of students in the process of
learning.
• It helps in collection of frequent feedback on students’ learning and
how they respond to particular teaching approaches.
• Assessment has profound impact on the self- esteem of pupils, which
is critical influence on learning.
• Uses variety of strategies.
Thus ‘assessment’ includes all those activities undertaken by teachers, and by

their students in assessing themselves, which provide information to be used as
feedback to modify the teaching and learning activities in which they are engaged.
Scope of Assessment
In the broadest sense, assessments may be classified into two categories:

teacher-made and standardized. Teacher-made assessments are constructed by an
individual teacher or a group of teachers in order to measure the outcome of
classroom instruction. Standardized assessments, on the other hand, are commercially
prepared and have uniform procedures for administration and scoring. They are
meant for gathering information on large groups of students in multiple
settings (Karmel and Karmel, 1978).
Purposes of Assessment
The purpose of assessment is to gather relevant information about student

performance or progress, or to determine student interests to make judgments about
their learning process. After receiving this information, teachers can reflect on each
student’s level of achievement, as well as on specific inclinations of the group, to
customize their teaching plans.
Continuous assessment provides day-to-day feedback about the learning and

teaching process. Assessment can reinforce the efficacy of teaching and learning. It

also encourages the understanding of teaching as a formative process that evolves

over time with feedback and input from students. This creates good classroom
rapport. Student assessments are necessary because:
➢ Throughout a lesson or unit, the teacher might want to check for

understanding by using a formative assessment.
➢ Students who are experiencing difficulties in learning may benefit
from the administration of a diagnostic test, which will be able to
detect learning issues such as reading comprehension problems, an
inability to remember written or spoken words, hearing or speech
difficulties, and problems with hand–eye coordination.
➢ Students generally complete a summative assessment after
completing the study of a topic. The teacher can determine their level
of achievement and provide them with feedback on their strengths
and weaknesses. For students who didn’t master the topic or skill,
teachers can use data from the assessment to create a plan for
remediation.
➢ Teachers may also want to use informal assessment techniques. Using
self-assessment, students express what they think about their
learning process and what they should work on. Using peer
assessment, students get information from their classmates about
what areas they should revise and what areas they’re good at.
Self-Assessment Exercise 2
Each of the following statements refers to either (a) measurement (b) assessment or
(c) evaluation. On the blank before each number, write the letter corresponding to your
answer.
_____1. Over-all goal is to provide information regarding the extent of attainment of
student learning outcomes.
_____2. Can help educators determine the success factors of academic programs and
projects.
_____3. Uses such instruments as ruler, scale or thermometer.
_____4. Used to determine the distance of a location.
_____5. Process designed to aid educators make judgment and indicate solutions to
academic situations.
_____6. Can determine skill attainment easier than attainment of understanding.
_____7. Process of gathering evidence of student competencies/skills over a period
of time.
_____8. Results show the more permanent learning and clear picture of student’s
ability.

LESSON 2. PRINCIPLES OF GOOD PRACTICE IN ASSESSING

LEARNING OUTCOMES
The Outcomes Assessment Phases in the Instructional Cycle
The assessment of student learning starts with the institution’s

mission and core values. There should be a clear statement on the kinds of learning
that the institution values most for its students.
Assessment works best when the program has clear statement of
objectives aligned with the institutional mission and core values. Such alignment
ensures clear, shared and implementable objectives.
Outcomes-based assessment focuses on the student activities that
will still be relevant after formal schooling concludes. The approach is to design
assessment activities which are observable and less abstract such as “to determine
the student’s ability to write a paragraph” which is more observable than to
determine the student’s verbal ability.”
Assessment requires attention not only to outcomes but also and
equally to the activities and experiences that lead to the attainment of learning
outcomes. These are supporting student activities.
Assessment works best when it is continuous, ongoing and not
episodic. Assessment should be cumulative because improvement is best achieved
through a linked series of activities done over time in an instructional cycle.

9 Principles of Good Practice in Assessing Learning Outcomes

1. The assessment of student learning begins with educational values.
a. Assessment is not an end in itself but a vehicle for educational improvement.
b. Where questions about educational mission and values are skipped over,
assessment threatens to be an exercise in measuring what’s easy, rather than a
process of improving what we really care about.
2. Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and revealed at performance over time.
a. Learning is a complex process. It entails not only what students know but what
they can do with what they know; it involves not only the knowledge and abilities
but values, attitudes, and habits of mind that affect both academic success and
performance beyond the classroom.
b. Assessment should reflect these understandings by employing a diverse array of
methods, including those that call for actual performance, using them over time so
as to reveal change, growth, and increasing degrees of integration.
3. Assessment works best when the programs it seeks to improve have clear, explicitly
stated purposes.
a. Assessment is a goal-oriented process. It entails comparing educational
performance with educational purposes and expectations – those derived from the
institution’s mission, from faculty intentions in program and course design, and from
knowledge of students’ own goals.
b. Clear, shared, implementable goals are the cornerstone for assessment that is
useful.
4. Assessment requires attention to outcomes but also and equally to the experiences
that lead to those outcomes.
a. To improve outcomes we need to know about student experiences along the way
– about curricula, teaching, and kind of student effort that lead to particular
outcomes.
b. Assessment can help us understand which students learn best under what
conditions; with such knowledge comes the capacity to improve the whole of their
learning.
5. Assessment works best when it is ongoing not episodic.
a. Assessment is a process whose power is cumulative. Improvement is best fostered
when assessment entails a linked series of activities undertaken over time.
b. The point is to monitor progress toward intended goals in a spirit of continuous
improvement.
6. Assessment fosters wider improvement when representatives from across the
educational community are involved.
a. Student learning is a campus-wide responsibility, and assessment is a way of
enacting that responsibility.
b. Assessment is not a task for small groups of experts but a collaborative activity;
its aim is wider, better-informed attention to student learning by all parties with a
stake in its improvement.
7. Assessment makes a difference when it begins with issues of use and illuminates
questions that people really care about.
a. Assessment approaches should produce evidence that relevant parties will find
credible, suggestive, and applicable to decisions that need to be made.

b. The point of assessment is not to gather data and return “results”; it is a process
that starts with questions of decision-makers, that involves them in the gathering
and interpreting of data, and that informs and helps guide continuous improvement.
8. Assessment is most likely to lead to improvement when it is part of a larger set of
conditions that promote change.
a. Assessment alone changes little. Its greatest contribution comes on campuses
where the quality of teaching and learning is visibly valued and worked out.
b. On such campuses, the push to improve educational performance is a visible and
primary goal of leadership; improving the quality of undergraduate education is
central to the institution’s planning, budgeting, and personnel decisions.
9. Through assessment, educators meet responsibilities to students and to the public.
a. Our deeper obligation – to ourselves, our students, and society – is to improve.
b. Those to whom educators are accountable have a corresponding obligation to
support such attempts at improvement.
LESSON 3. ASSESSMENT METHODS, TOOLS, AND TASKS
A. Definition
Assessment Tool: the instrument (form, test, rubric, etc.) that is used to collect
data for each outcome. The actual product that is handed out to students for the
purpose of assessing whether they have achieved a particular learning outcome(s).
Assessment Method: description of how and when the assessment tool will be
used to assess the outcome.
B. Methods of Assessment
Classroom assessment is generally divided into three types: assessment for

learning, assessment of learning and assessment as learning.
• Assessment for Learning (Formative Assessment)
In assessment for learning, teachers use assessment as a research tool to find
out as much as they can about what their students know and are able to do, as
well what presumptions and misunderstandings they may have. Teachers also
use assessment for learning to boost student's motivation and commitment to
learning. Examples of 21st century assessment for learning tools, which include
both diagnostic tests and formative assessments, are e-portfolios, teacher
observations, class discussions, and works in progress with comments, think-
pair-share, journals, observation checklists, concept maps, and rubrics.

• Assessment of Learning (Summative Assessment)

Assessment of learning refers to strategies intended to corroborate what
students know, show whether or not they have met curriculum outcomes or
the goals of their individualized programs, or to confirm ability and make
decisions about student's future programs or placements. It is intended to
show evidence of achievement to other educators, parents, students
themselves, and sometimes outside groups (e.g., educational institutions).
Examples of 21st Century Assessment of Learning tools are e-portfolios, 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.
• Assessment as Learning.
Assessment as learning focusses on students and emphasizes assessment as a
process of metacognition. Assessment as learning comes from the
constructivist idea that learning is an active process that occurs when students
interact with new ideas. It is based on research about how learning occurs and
is characterized by students reflecting on their own learning and making
adaptations, adjustments, and changes to their thinking. Examples of 21st
Century assessment as learning tools include self-assessments, peer
assessments, student-teacher conferences, teacher observations with
feedback and interim product analysis.

References/Further Readings
Airasian, P.W. (1994). Classroom Assessment, 2nd Ed. New York: McGraw-Hill, Inc.
Aldamos, J.L. and E.S. de Guzman (2015). Assessment of Learning. Philippines:

Adriana Printing Co., Inc.
Buendicho, F.C. (2013). Assessment of Student Learning 1. Philippines: Rex Book

Store, Inc.
Calderon, J.F. and E.C. Gonzales (2007). Measurement and Evaluation. Quezon
City: National Book Store, Inc.
Corpuz, B.B., R.L. Navarro and R.G. Santos (2019). Assessment of Learning, 4th Ed.
Quezon City: Lorimar Publishing, Inc.
Gay, L.R. (1991). Educational Evaluation and Measurement, 2nd Ed. New York:
McMillan Publishing Company.
Gronland, N.E. and R.L. Linn (1990). Measurement and Evaluation in Teaching, 6th
Ed. New York: McMillan Publishing Company.
Hopkins, K.D.,et.al. (1990) Education and Psychological Measurement and

Evaluation, 6th Ed. New Jersey: Prentice-Hall, Inc.
Kubiszyn, T. and G. Borich (2000). Educational Teaching and Measurement, 7th

Ed. New York: John Wiley and Sons, Inc.
Lal, J.P. (2005). Eduacational Measurement and Evaluation. India: Anmol

Publications PVT. Ltd.
Padua, R.N. and R.G. Santos (1997). Educational evaluation and Measurement:
Theory, Practice and Application. Quezon City: Katha Publishing Co., Inc.
Sax, G. (1989). Principles of Educational and Psychological Measurement and

Evaluation, 3rd Ed. California: Wadsworth Publishing Company.


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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Module PRELIMINARY CONCEPTS ON

What I Want You to Learn:

At the end of the unit, you must have:

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

LESSON 1. SCOPE AND NATURE OF ASSESSMENT

Measurement, assessment and evaluation are integral parts of any

Measurement is defined as the process of quantifying the degree to which

The process of measurement enables us to make more objective description

Measurements occur in several levels depending on what trait, characteristic

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

“Assessment involves the use of experimental data on student’s learning to refine

Assessment is a process by which information is gained relative to some known

In other words, assessment is a process of measuring performance. It also

According to Peter W. Airasian (1994), assessment is the process of

According to Freeman and Lewis (1998), to assess is to judge the extent of

Erwin (1991) defined assessment is the systematic basis for making

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Palomba and Banta (1999): Assessment is the systematic collection, review,

An evaluation should be as systematic and impartial as possible (UNEG,

An evaluation is methodical, providing information that is credible, reliable,

Evaluation is based on empirical evidence and typically on social research

Conclusions made in evaluations encompass both an empirical aspect and a

A test is a measuring instrument or tool in education. It is an instrument or

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Self -Assessment Exercise 1

B. Classifications and Types

Measurements can therefore be objective (as in testing) or subjective (as in

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Each measurement of the quantity of interest has two components: a true

Assessments can be classified in many different ways. The most important

1. Formative and Summative

There are two main types of assessment:

Summative and formative assessment are referred to in a learning context as

A common form of formative assessment is diagnostic assessment.

Performance-based assessment is similar to formative assessment, as it

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reform and outcomes-based education. Though ideally they are significantly

A well-defined task is identified and students are asked to create, produce,

2. Objective and Subjective

Assessment (either summative or formative) can be subjective. Objective

3. Criterion-referenced and Norm-referenced

Test results can be compared against an established criterion, or against the

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4. Informal and Formal

Assessment can be either formal or informal. Formal assessment usually

5. Internal and External

The different types of evaluation are: placement, formative, diagnostic, and

➢ Placement Evaluation. This type of evaluation is carried out in order to fix

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Tests may be classified according to each of the following.

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Assessment is embedded in the learning process. It is tightly interconnected

Thus ‘assessment’ includes all those activities undertaken by teachers, and by

In the broadest sense, assessments may be classified into two categories:

The purpose of assessment is to gather relevant information about student

Continuous assessment provides day-to-day feedback about the learning and

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also encourages the understanding of teaching as a formative process that evolves

➢ Throughout a lesson or unit, the teacher might want to check for

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LESSON 2. PRINCIPLES OF GOOD PRACTICE IN ASSESSING