AY 2022-2023

First Semester

Module
Nature and Roles of Assessment
1
This module introduces the basic concepts and terminologies in the
assessment. To understand the process of assessment, we must first know the answers to
the following questions:

1. What is an assessment?
2. Why do we need to assess?
3. How does assessment inform instructional decisions?

Assessment is that the method of gathering and discussing information from multiple

and diverse sources to develop a deep understanding of what students know,
understand, and may do with their knowledge as a result of their educational experiences.
Thus, students, teachers, and stakeholders need to understand what assessment is all
about and how it is connected to measurement, assessment, and evaluation. These shall be
taken up in this module. Module 1 has two chapters: Basics Concepts and Importance of
Assessment and Roles of Assessment.

What you are expected to learn

Module Intended Learning Outcome (MILO) [2 weeks]
1. Describe educational measurement, testing, assessment, and evaluation.
2. Identify types of educational measurement, and roles of assessment.
3. Distinguish indicators, variables, & factors.

How much do you know

PRE-ASSESSMENT
Part I – Multiple Choice: Find out how much you already know about the
topics in this module. For each item, write the letter of the best answer on the space
provided before the item number.

1. Which of the following statements is designed to measure the degree of learning that has
taken place after a student has been exposed to specific learning experiences?

A. Aptitude Test C. Sociometric Test

B. Achievement Test D. Trade Test

2. A teacher wants to develop a test that would measure group relations. He/ She can come
up with appropriate interventions to help improve these relations. What type of test should
he/ she create?

A. Intelligence Test C. Sociometric Test

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Joy Baltar-Caoile
Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

B. Achievement Test D. Trade Test

3. Mr. Reyes used pieces of evidence of students of student learning to make judgments on
student's achievement against goals and standards. He does this at the end of a unit or
period. Which purpose does assessment serve?

A. Assessment of learning C. Assessment for learning

B. Assessment as learning D. Assessment tool

4. Mrs. Hernandez notes that Karla obtained a score of 30 points out of a possible 50 in the
chapter test. Which concept is exemplified by the statement?

A. Measurement C. Assessment
B. Evaluation D. Formative

5. A test can be classified according to test constructor. Compared to a teacher-made test,

which of these statements is true about standardized tests?

A. A standardized test allows meaningful comparisons between students.

B. A standardized test allows for greater variability in testing procedures.
C. A standardized test is easily made.
D. A standardized test is highly subjective.

6. During her first meeting, Mr. Torres gave a readiness text to determine the prerequisite
skills and degree of mastery of his students concerning the course objectives or learning
outcomes. He intends to use the results to determine where he will begin in his lesson plan
and decide on the best mode of learning. Which form of assessment did he employ?

A. Placement C. Formative
B. Diagnostic D. Summative

7. Grace is lagging in her Statistics Class. The teacher noticed this and decided that Grace
needs special instruction. What type of decision is this?

A. Placement C. Formative
B. Diagnostic D. Summative

8. Which of the following is an element unique to the student portfolio?

A. Reflective writing C. Oral presentation

B. Book reports D. paper-and-pencil tests

9. Assessment affects all constituencies within the school community. What does the
assessment provide parents?

A. Information for long-range instructional planning

B. Information to evaluate learner’s achievement
C. Information concerning learner’s need
D. Information about the school’s progress.

CHAPTER 2
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Joy Baltar-Caoile
Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

BASIC CONCEPTS AND IMPORTANCE OF ASSESSMENT

An Overview

Assessment is the systematic collection, review, and use of information about

educational programs undertaken to improve student learning and development.
(Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher
Education by Palomba and Banta,1999).

Assessment is a fundamental element in the curriculum development process. Also,

it is used to determine student’s learning needs, monitor their progress, and examine their
performance against identified student learning outcomes. As such, it is implemented at
different stages of instruction: before (pre-assessment), during (formative), and after
instruction (summative).

With the directive of the Commission on Higher Education (CHED) to implement

outcome-based education (OBE) across all programs (CMO 46, series of 2012), educators
must be aware of the emphasis of OBE in terms of assessment. CHED defines OBE as an
“approach that focuses on and organizes the educational system around what is essential
for all learners to understand, value, and be ready to do to achieve the specified level of
competence” (CHED, 2014, p.9). CHED recognizes that OBE requires the use of appropriate
assessments especially non-conventional methods to measure student performance.

Given assessment, Allen (2004) emphasized in his research study entitled,

Assessing Academic Programs in Higher Education, assessment involves the use of
empirical data on student learning to refine programs and improve student learning.

Moreover, 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 the information to increase students' learning
and development. (Assessing Student Learning and Development: A Guide to the Principles,
Goals, and Methods of Determining College Outcomes by Erwin 1991).

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

What you will do

Lesson 1
BASIC CONCEPTS OF MEASUREMENT, TESTING, ASSESSMENT, AND
EVALUATION

At this point, we differentiate measurement, testing, assessment, and evaluation.

How are they different from each other? During the method of gathering information for
effective planning and instruction, the words measurement, assessment, and evaluation are
often used interchangeably. These words, however, have significantly different meanings.

MEASUREMENT

The word measurement, because it applies to education, isn't substantially different

from when it's utilized within the other field. It simply means determining the attributes or
dimensions of an object, skill, or knowledge. We use common objects within the physical
world to measure, like tape measures, scales, and meters. These measurement tools are
held to standards and should be used to obtain reliable results. When used properly, they
accurately gather data for educators and administrators.

Teachers may use instruments or tools like tests or quizzes, oral reports or
presentations, written reports, portfolios using rubrics for proper scoring to get pertinent
data or information.

Some standard measurements in education are raw scores, percentile ranks, and
standard scores.

TESTING

Testing is a formal, systematic procedure for gathering information (Russell &

Airasian, 2012). A test is used to examine or check the student's knowledge of something to
determine what he or she knows or has learned. A test is a tool comprised of a set of
questions administered during a fixed period under comparable conditions for all students
(Miller, Linn & Gronlund, 2009). It is an instrument wont to measure a construct and make
decisions. Testing measures the extent of skill or knowledge that has been reached.

Teachers score tests to get numerical descriptions of student’s performance. For

example, Carlo got a score of 18 out of 20 items in an identification type of quiz in Values
Education. Carlo’s score is a measure of his cognitive knowledge on a particular subject.
This means that he got 90% of the items correctly. This is an example of an objective way of
measuring a student’s knowledge of the topic. Another method is using perception which is
less stable because of its subjectivity. Say, for example, a teacher can rate a student’s
knowledge about Values Education using a scale from 1 to 5. Subjective types of
measurement are useful especially in quantifying latent variables as creativity, motivation,
commitment, work satisfaction, among others.

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

Tests are considered the most leading form of assessment. Tests are traditional
assessments. They may not be the best way to measure how students have learned the
subject matter but they still provide valuable information regarding student learning and
progress.

Main Purposes of Testing:

 To determine the achievement level and progress of the learners

 To get information for the diagnostic purposes
 To identify the learner’s interest
 To identify the underachievers
 To determine the self-concept, attitudes, and personality patterns of the learners
 To ascertain the extent and quality of social development of the learners
 To improve the learning and teaching approaches, methods, or techniques

Types of Tests

The successful use of a test depends on the purpose and the construct to be
measured. An oral test cannot be used to ascertain the writing skills of the learners.
Personality tests cannot appropriately diagnose learning difficulties. An understanding of the
types of tests is valuable to obtain the most out of them.

According to Mode of Response

In terms of the way responses are made, a test may be written, oral or performance-
based. The written test is the most appropriate method to test cognitive knowledge. The
written assessment has two (2) major classes: the selected-response and constructed-
response formats. Some examples of selected-response format: multiple-choice questions
(MCQ), matching and extended matching, true or false, multiple-true or false, and
alternate-choice items. For constructed-response format examples: the long and short
essays, very short essays, modified essay questions, and written simulations, such as
computer simulations. Both the selected-response and constructed-response forms are
analytically assessed by their strengths, restrictions, appropriateness, efficiency, research
basis, psychometric properties, and validity evidence. In an oral test, answers are spoken.
Thus, it can be used to measure oral communication skills. It can be also used to check
the student’s understanding of concepts, theories, and procedures. The performance
assessment is also referred to as an alternative or authentic assessment, maybe a sort
of testing that needs students to perform a task instead of select a solution from a ready-
made list. For instance, a student could also be asked to illustrate historical events, create
scientific hypotheses, solve math problems, converse during a foreign language, or conduct
research on an assigned topic. Experienced raters--either teachers or other trained staff--
then judge the standard of the student's work supported an agreed-upon set of criteria. This
new sort of assessment is most generally wont to directly assess writing
ability supported text produced by students under test instructions. Some examples of
performance assessment: problem-based learning, inquiry tasks, demonstration tasks,
exhibits, presentation tasks, and capstone performances.

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

According to Ease of Quantification of Response

As to the way of scoring, a test may be classified as subjective or objective. A

subjective test elicits varied responses. A test question of this type of test may have more
than one answer and is usually divergent. Since students have the freedom to write their
answers then it is not so easy to check. Scores are likely to be influenced by personal
opinion or judgment by the person making the score. An objective test can be corrected
and scored quite easily. Scores can be readily compared. An objective test includes multiple-
choice, true or false, completion, and matching items. Unlike the subjective test, answers to
the objective test have a specific convergent response.

According to Mode of Administration

A test can either be individual or group. An individual test is administered to one

student at a time while the group test is administered to a group of students or examinees
simultaneously to address the practical need for testing.

According to Test Constructor

As to test constructor, a test may either be standardized or non-standardized. A

standardized test is any sort of test that needs all test takers to answer
equivalent questions, or a variety of questions from a common bank of questions, in the
same way, which is scored during a “standard” or consistent manner, which makes it
possible to match the relative performance of individual students or groups of learners. The
following are a few representative examples of the most common forms of standardized test:

 Achievement tests 

 Aptitude tests 

 College-admissions tests 

 International-comparison tests: examples: Programme for International Student

Assessment (PISA), the Progress in International Reading Literacy Study (PIRLS),
and the Trends in International Mathematics and Science Study (TIMSS).

 Psychological tests, including IQ tests

A non-standardized test, on the other hand, is used to assess students’

performance in a classroom. They may be prepared by teachers and need not be
standardized. The forms of the non-standardized test include portfolios, interviews, informal
questioning, group discussions, oral tests, quick pop quizzes, exhibitions of work, projects,
and performance exams.

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

Differences between Standardized Test and Non-standardized Test (Teacher Made Test)

Standardized Test Non-standardized Test (Teacher Made

Test)
1. Generally, prepared by specialists who 1. Made by teachers who may not know
know excellently the principles of test excellently the principles of test
construction; construction;
2. Prepared very precisely following 2. Regularly prepared hurriedly and
principles of test construction; haphazardly to be able to meet the deadline
for administration;
3. Given a large proportion of the 3. Mostly given only to a class or classes for
population for which they are planned for which the tests are planned; usually, no
the computation of norms; norms are computed;
4. Generally, correlated with other tests of 4. Teacher-made tests are not subjected to
known validity and reliability or with any statistical procedures to regulate their
measures such as school marks to regulate validity and reliability;
their validity and reliability;
5. Generally, are high objective; 5. Could also be objective and should essay
during which case scoring is subjective;
6. Have their norms computed for the 6. Haven’t any norms unless the teacher
reasons of comparison and interpretation; computes the median, mean, and other
measures for comparison and
interpretation;
7. Measure natural or innate capacities and 7. Generally, measure subject achievement
characteristics as achievement; only;
8. Planned to be used for a long period of 8. Planned to be used only once or twice to
time and for all people of the same class in measure the achievement of students in a
the culture where they are validated. subject matter studied during a certain
period;
9. Supplemented by manuals of instructions 9. Don’t have manuals of instructions, only
on how to administer and score the tests the directions for the various types of tests
and how to interpret the results; which can tend orally or in writing.
10. Generally copyrighted. 10. Not copyrighted.

According to Mode of Interpreting Results

Norm-referenced interpretations compare a student’s score to a range of

previously observed performances, usually the performance of other students. How much a
student knows is determined by his or her relative ranking within the norm group (the group
of reference). For example, a student may rank second in a class of 50.

Criterion-referenced interpretations allow us to match a student’s performance to

a well-defined content domain (e.g., strands), instead of to rank students or compare them to
a norm group. Students’ scores tell us their knowledge and performance levels within a
specific content area. They provide an absolute interpretation (i.e., what a student can and
can't do) and not a comparative interpretation (i.e., how a student’s performance compares
to others). To make an adequate criterion-referenced interpretation, the content area
must be defined so that you'll describe a student’s achievement level from the content sub-
scores (strands). Typically, percent scores and raw scores are utilized in determining the
score needed for passing or mastery.

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

According to Nature of Answer

The following are common types of tests classified according to construct they’re
measuring: personality, intelligence, aptitude, achievement, social relationships, and
occupational competence.

 Personality test – has no right or wrong answer but it measures one’s personality
and behavioral type.
 Achievement test –measures student’s learning as a result of instruction and
training experiences.
 Intelligence test –measures a student’s innate intelligence or mental abilities.
 Sociometric test –measures interpersonal relationships in a social group.
 Vocational test –assesses an individual’s knowledge, skills, and competence in a
particular occupation.

ASSESSMENT

According to Evangeline Harris Stefanakis (2002), the word assessment comes from
the Latin assidere, which means to sit beside. This implies that an assessment is tied up with
an evaluation.

One of the primary measurement tools in education is that the assessment. Teachers
gather information through giving of tests, conducting interviews, and monitoring behavior.
The assessment should be carefully prepared and administered to form sure its reliability
and validity. Generally, an assessment must provide consistent results and it must measure
what it claims to measure.

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. The classroom assessment
involves students and teachers in continuous monitoring of students’ learning. It gives
students a measure of their progress as learners. It provides an opportunity for close
observation of students in the process of learning. Also, it helps in the collection of frequent
feedback on students’ learning and how they respond to particular teaching approaches

PURPOSE OF ASSESSMENT

Assessment plays an important part in today’s educational system. It is a way to

compare the performance of the students. The real purpose of assessment is to collect
information about student’s performances and progress and to determine student’s interests
to make a judgment about their learning process. There are three (3) interrelated purposes
of assessment, namely:

 Assessment for Learning (AfL) - Assessment for learning is an ongoing

assessment that permits teachers to observe 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 modifications or adjustments to their learning.
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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

 Assessment as Learning (AaL) – Assessment as learning improves and boosts

students' metacognitive skills. This type of assessment is essential in helping
students become lifelong learners. As learners engage in peer and self-assessment,
they learn to make sense of information, connect it to prior knowledge, and apply it
for new learning. The learners create a sense of ownership and self-efficacy when
they use teacher, peer, and self-assessment feedback to make adjustments,
improvements, and changes to what they understand.

 Assessment of Learning (AoL) - Assessment of learning is the description in time

that allows the teacher, learners, and their parents to know how well each learner has
completed the learning tasks and activities. It gives information about student
achievement. While it offers useful reporting information, it often has little effect on
learning.

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 Checks what has been learned to date.
next and then provides suggestions of what
to do—teaching and learning are
indistinguishable from the assessment.
Is designed to assist educators and students Is designed for the information of those not
in improving learning. directly involved in 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 Is presented in a periodic report.
feedback.
Usually uses detailed, specific, and Usually compiles data into a single number,
descriptive feedback—in a formal or informal score or mark as part of a formal report.
report.
Is not reported as part of an achievement Is reported as part of an achievement grade.
grade.
Usually focuses on improvement, compared Usually compares the student's learning
with the student's “previous best” (self- either with other students' learning (norm-
referenced, making learning more personal). referenced, making learning highly
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, unpublished document, 2001, 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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Joy Baltar-Caoile
Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

EVALUATION

Creating valid and reliable assessments is critical to accurately measuring

educational data. Evaluating the knowledge gathered, however, is equally important to the
effective use of the knowledge for instruction.

In education, evaluation is the method of using the measurements gathered within

the assessments. Teachers use this information to gauge the connection between what was
intended by the instruction and what was learned. They evaluate the knowledge gathered to
figure out what students know and understand, how far they have progressed and therefore
the way fast, and therefore the way their scores and progress compared to those of other
students.

RELATIONSHIP AMONG MEASUREMENT, TESTING, AND EVALUATION

Figure 1- Measurement, testing, and evaluation adopted from Lynch (2001)

Figure 1 displays graphical representation among the concepts of measurement,

testing, and evaluation (Lynch, 2001). The purpose of this representation is to point out the
connection between superordinate and subordinate concepts and therefore the area of
overlap between them. Thus, evaluation includes measurement when decisions are made
based on information from quantitative methods. And measurement includes testing when
decision-making is completed through the utilization of “a specific sample of behavior”
(Bachman 1990). However, the method of decision-making is by no means restricted to the
utilization of quantitative methods because the area not covered by measurement circle
shows. Also, tests aren't the sole means to live individuals’ characteristics as there are
other sorts of measurement than tests, for instance, measuring an individual’s language
proficiency by living with him for a long time.

Bachman (1990) has represented the connection in a somewhat different way. The

goal has been to increase the model to incorporate not only language testing but
also teaching, learning, and language research domains. Figure 2 depicts this extended view
of the relationship between evaluation, measurement, and testing. The areas numbered from
1 to 5 show the varied sorts of this relationship.

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

 Area 1- Evaluation not involving either tests or measures; for instance, the use of
qualitative descriptions of learner performance for diagnosing learning problems.
 Area 2- A non-test measure for evaluation; for instance, teacher ranking used for
assigning grades.
 Area 3- A test used for purposes of evaluation; for instance, the use of an
achievement test to determine learner progress.
 Area 4- Non-evaluative use of tests and measures for research purposes; for
instance, the use of a proficiency test as a criterion in second language acquisition
research.
 Area 5- Non-evaluative non-test; for instance, assigning code numbers to subjects in
second language research according to the native language.

Lesson 2

IMPORTANCE OF ASSESSMENT

An assessment has an important role in education and it has a crucial role in the

teaching process. Through proper and correct assessment, teachers can classify and grade
their students, give feedback, and structure their teaching accordingly.

Students

Assessment is a key component of learning because it helps students learn and

become more competent in their perspective. When students can see how they are doing in
a class, they can determine whether or not they understand the course
material. Assessment can also help motivate students to study hard and attain their goals.
The students take responsibility for their learning. With the help and guidance of the teacher,
they can also learn to monitor their progress and learning patterns. They become aware of
how they think, how they decide, how they manage and accomplish the tasks given to them,
and how they feel about their work.

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

Teachers

The frequent assessment allows teachers to see if their teaching has been

effective. Just like assessment helps students, the assessment helps teachers to make a
plan about student's status. The assessment also lets teachers ensure students learn what
they need to know to meet the course's learning objectives.

Assessment informs instructional practice. It provides teachers information about

student’s knowledge and performance base. It gives the direction as to how teachers can
help address the needs of the learners and what teachers should do next. It guides the
teachers to set goals to achieve at the end of the lesson.

Parents

Assessment is a crucial aspect of planning an educational program for a child.

Parents must improve their skills in understanding the process and providing important
information to the person who is coordinating and completing the assessment. Parents are a
valued source of assessment information on the educational history and learning
background of their children. Teachers could communicate essential information to parents
regarding their children’s improvement and learning.

Additionally, assessment information can help identify the needs of children for an
action plan and appropriate interventions.

Administrators and Program Staff

The assessment provides the needed information to diagnose students with learning

issues. Subsequently, assessment plays a very significant role related to
school administrators and program staff. It helps the administrators restructure the school
curriculum considering the student's behavior, school improvement plans, and other
educational issues. Moreover, the assessment information is used to make decisions
concerning the promotion or retention of students and the arrangement of faculty
development programs.

Policymakers

The assessment provides a clear vision about the student’s background and
achievements which in turn reflect the quality of education being provided by the school or
university. With this information, government agencies may set or modify standards, reward,
or sanction schools and direct educational resources. The Commission on Higher Education
in response to their programs on quality assurance close down unsatisfactory academic
programs of schools with low graduation and passing rates of licensure examinations.

The assessment results also serve as the basis for the formulation of new laws. The
current example is the Republic Act 10533 or commonly known as the K to 12 Enhanced
Basic Education Act of 2013. The rationale of this law was to help increase the low rating
score of the Filipino students in the National Achievement Test (NAT).

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

DISCUSSION QUESTIONS

1. Differentiate the assessment from the evaluation.

2. Distinguish the measurement from the assessment.

3. Differentiate testing from the assessment.

3. Explain how the assessment helps teachers in setting the learning objectives.

4. What are the roles of parents in the assessment?

5. How does the school administrator support the teachers in instructional planning?

6. Why do the students need to take the assessment given by the teachers?

7. Discuss the importance of assessment in school.

8. Explain the three purposes of assessments.

9. How does the government support the educational system of our country?

10. What are the advantages and disadvantages of standardized and non-standardized
tests?

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

CONCEPT CLARIFICATION

Rectify the following misconceptions. Explain in two to three sentences why they are
wrong.

1. Students’ work should always be given grade or score.

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

2. Assessment and evaluation are the same.

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

3. Assessment is ultimately for grading purposes only.

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

4. Assessment is one-way. Only teachers are involved in assessment.

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

5. Assessment is imposed on teachers by the school administrators and other accrediting

agencies.

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

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Joy Baltar-Caoile
Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

CHECK YOUR UNDERSTANDING

Summarize key
evaluation in column 1. Create questions in column 2 that can be discussed and shared with
the class. Minimum of four (3) key points and four (3) questions.

KEY POINTS CLARIFICATION OF STICKING POINTS

MEASUREMENT
Example: Example:
 Measurement does not include  Is the measurement necessary for
qualitative data about student’s evaluation?
performance.

TESTING

ASSESSMENT

EVALUATION

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Davao Vision Colleges, Inc.
 AY 2022-2023
First Semester

CHAPTER ROLES OF ASSESSMENT

2
An Overview

Assessment is a cyclic process. As illustrated in Figure 3, the Assessment

Implementation Cycle (BC, 2006), program-level learning outcomes are developed from
research and input from stakeholders. These are aligned with the institutional outcomes and
mapped to the courses within the program through curriculum mapping. Course learning
outcomes are assessed using appropriate tools and criteria. Assessment data are gathered,
analyzed, and interpreted. Gaps are identified between desired learning outcomes and
actual results. Data-driven action plus are then developed for program improvement.
Changes in assessment tools, course materials, instructional methods, course prerequisites,
or learning outcomes are achieved. Goals and objectives are reviewed and refined the
following evaluation findings. This is referred to as the feedback loop and the cycle begins
anew.

1. Define/ Refine
student learning
outcomes based
on input from
stakeholders

6. Document 2. Design
results and outline assessment tools,
needed changes in
criteria, and
curriculum, standards, directly
instructional linked to each
materials, or
outcome.
teaching strategies.

3. Implement
5. Identify gaps assessment tool(s)
between desired
to gather evidence
and actual results. of student learning.

4. Analyze and
evaluate the
collected data.

Figure 3 Assessment Implementation Cycle (BC, 2006)

ROLES OF ASSESSMENT

Assessment is often divided into initial, formative, and summative categories to

consider different objectives for assessment practices.

1. Placement assessment – Placement evaluation is employed to put students consistent

with prior achievement or personal characteristics, at the foremost appropriate point in an
instructional sequence, during a unique instructional strategy, or with an appropriate teacher
conducted through placement testing, i.e. the tests that faculties and universities use to
assess college readiness and place students into their initial classes. Placement evaluation
also mentioned as pre-assessment or initial assessment is conducted before instruction or
intervention to determine a baseline from which individual student growth is often measured.

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First Semester

This type of assessment is used to know what the student's skill level is about the subject. It
helps the teacher  to expound the fabric  more efficiently. These assessments are not graded.

2. Formative assessment – Formative assessment is generally carried out throughout a

course or project. Formative assessment also mentioned as "educative assessment," is
employed to assist learning. In an academic setting, a 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. Formative assessments can take the form of
diagnostic, standardized tests, quizzes, oral questions, or draft work. Formative
assessments are carried out concurrently with instructions. The result may count. The
formative assessments aim  to ascertain  if  the scholars  understand the instruction before
doing a summative assessment.

 When formative assessment is well implemented the advantages include:

1. Defined learning goals- Monitoring student progress regularly helps continue

learning goals top of mind so students have a transparent target to figure towards,
and teachers can help clear up misunderstandings before students get off track.

2. Increased rigor- Practicing formative assessment helps teachers collect

information that indicates student needs. Once teachers have an understanding of
what students got to achieve success, they will create a rigorous learning
environment that will challenge every student to grow.

3. Improved academic achievement- Providing students and teachers with regular

feedback on progress toward their goals is that the main function of formative
assessment which will aid in increasing academic achievement. Formative
assessment helps students close the gap between their current knowledge and their
learning goals.

4. Enhanced student motivation- Because formative assessment involves setting

learning goals and measuring the progress towards those, this increases motivation.
When students have attention to where they’re aiming, results skyrocket.

5. Increased student engagement- Students need to find meaning in the work they
are asked to do in the classroom. Connecting the training objectives with real-world
problems and situations draws students into educational activities and feeds their
natural curiosity about the planet.

6. Focused and targeted feedback- Descriptive feedback should highlight gaps in

understanding and specifically inform students on how they will improve their
learning instead of listing what they got wrong, thus facilitating a reciprocal learning
process between teachers and students.

7. Personalized learning experiences- It’s the close analysis of formative

assessment data that permits the teacher to look at his or her instructional practices
and determine which are producing the specified results and which aren't. Some that
employment for one group of scholars might not work for an additional group.

8. Self-regulated learners- Teaching students the requisite skills to watch and take

responsibility for meeting their goals creates self-regulated learners. Give
students samples of high-quality work alongside multiple opportunities to review and
proper their work to create independent and autonomous thinkers.

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First Semester

9. Data-driven decisions- Using the info gathered from frequent learning checks

empowers teachers to form sound, informed decisions that are grounded in data.

For formative assessment to become effective, it requires the active involvement of

students in the learning process through self-and-peer-assessment.

Five Attributes of Effective Formative Assessment:

1. Learning Progressions.
Learning progressions should clearly articulate the sub-goals of the ultimate
learning goal.

2. Learning Goals and Criteria for Success.

Learning goals and criteria for success should be identified and
communicated to students.  

3. Descriptive Feedback
Students should be provided with evidence-based feedback that is linked to
the intended instructional outcomes and criteria for success.

4. Self and Peer Assessment

Both self and peer assessment are important for providing students an
opportunity to think meta cognitively about their learning.
 
5. Collaboration
A classroom culture in which teachers and students are partners in learning
should be established.

3. Summative assessment – Summative assessment is usually administered at the top of a

course or project. In an educational setting, summative assessments are typically wont
to assign students a course grade. Summative assessments are evaluative. Summative
assessments are made to summarize what the scholars have learned, to work out whether
or not they understand the topic matter well. This type of assessment is typically graded
(e.g. pass or fail, 0-100) and may take the shape of tests, exams, or projects. Summative
assessments are often  wont to  determine whether a student has passed or failed   a
category. A criticism of summative assessments is that they're reductive, and learners
discover how well they need acquired knowledge too late for it to be of use.

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 AY 2022-2023
First Semester

https://www.google.com.ph/search?
sxsrf=ALeKk03xMucAj_N8iO6ecP6W91DizoP1jg:1597470142044&source=univ&tbm=isch&q=assessment+taxonomy+(Terenzini,
+1989)&sa=X&ved=2ahUKEwia8OuCwJzrAhUGHaYKHdpZCFwQsAR6BAgLEAE&biw=1366&bih=608#imgrc=aAvexKtJPyUjoM

Figure 4 Assessment Taxonomy (Terenzini, 1989)

The purposes and roles of assessment may be summarized and viewed as a

taxonomy of approaches. Terenzini’s Assessment of Taxonomy (1989) consolidates the
what, who, and why of assessment. As shown in Figure 4, there are four dimensions of
outcomes: knowledge, skills, attitudes and values, and behavioral outcomes.

Primarily, assessment improves teaching and learning which is formative in function.

Terenzini claims that placement and diagnostic examinations are likewise formative focused
at the individual level. Individual assessment results may be consolidated and interpreted
collectively for program evaluation purposes. If formative, then the assessment is used to
enhance the curricular program. If summative, then the assessment is rather administrative
in purpose. Meaning, this information is mainly used for accounting and reporting.

4. Diagnostic assessment – Diagnostic assessment deals with the entire difficulties at the

top that happens during the training process. This is not used as part of a student’s mark of
achievement.

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First Semester

REVIEW QUESTIONS

1. What are the four roles of assessment used in the instructional process?

2. Explain the advantages of formative assessment.

3. Why do you think summative assessments are evaluative?

4. How do you understand placement assessment?

5. Why is it important to conduct a diagnostic assessment?

SITUATION ANALYSIS

Determine the role of assessment in the given scenario. Was the assessment used
for placement, formative, diagnostic, or summative purposes? How was the information
used? Explain your answer.

1. Ms. Mendez suspected that one of her students has limited reading skills. To help her
student, she wanted to identify the specific areas with which the child struggles. Is the child
impaired in one or more of the following factors: phonemic awareness, phonics, fluency,
vocabulary, and comprehension? To answer her queries, she provided the student with an
assessment. Upon determining that the child has difficulty in phonics, the teacher thought of
using an analogic approach to teach phonics.
_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

________________________________________________________________________

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First Semester

What you have learned

POST ASSESSMENT
Part I – Multiple Choice: Find out how much you already know about
the topics in this module. For each item, write the letter of the best answer on the space
provided before the item number.

1. Which of the following statements is designed to measure the degree of learning that has
taken place after a student has been exposed to specific learning experiences?

A. Aptitude Test C. Sociometric Test

B. Achievement Test D. Trade Test
2. A teacher wants to develop a test that would measure group relations. He/ She can come
up with appropriate interventions to help improve these relations. What type of test should
he/ she create?

A. Intelligence Test C. Sociometric Test

B. Achievement Test D. Trade Test

3. Mr. Reyes used pieces of evidence of students of student learning to make judgments on
student's achievement against goals and standards. He does this at the end of a unit or
period. Which purpose does assessment serve?

A. Assessment of learning C. Assessment for learning

B. Assessment as learning D. Assessment tool

4. Mrs. Hernandez notes that Karla obtained a score of 30 points out of a possible 50 in the
chapter test. Which concept is exemplified by the statement?

A. Measurement C. Assessment
B. Evaluation D. Formative

5. A test can be classified according to test constructor. Compared to a teacher-made test,

which of these statements is true about standardized tests?

A. A standardized test allows meaningful comparisons between students.

B. A standardized test allows for greater variability in testing procedures.
C. A standardized test is easily made.
D. A standardized test is highly subjective.

6. During her first meeting, Mr. Torres gave a readiness text to determine the prerequisite
skills and degree of mastery of his students concerning the course objectives or learning
outcomes. He intends to use the results to determine where he will begin in his lesson plan
and decide on the best mode of learning. Which form of assessment did he employ?

A. Placement C. Formative
B. Diagnostic D. Summative

7. Grace is lagging in her Statistics Class. The teacher noticed this and decided that Grace
needs special instruction. What type of decision is this?

A. Placement C. Formative

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First Semester

B. Diagnostic D. Summative

8. Which of the following is an element unique to the student portfolio?

A. Reflective writing C. Oral presentation

B. Book reports D. paper-and-pencil tests

9. Assessment affects all constituencies within the school community. What does the
assessment provide parents?

A. Information for long-range instructional planning

B. Information to evaluate learner’s achievement
C. Information concerning learner’s need
D. Information about the school’s progress.

10. Mrs. Santos declared that Rhea’s score in the summative test indicates that she has
learned the content exceedingly well and is ready to progress to the next unit of instruction.
Which concept is illustrated?

A. Measurement C. Assessment
B. Evaluation D. Testing

Part II – SITUATION ANALYSIS

As a college student, you underwent several assessments in basic education. Recall

from your personal experience an assessment that you think was truly meaningful to you.
Explain why it is so. Explain the nature and purpose of that assessment.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

REFERENCES:

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First Semester

Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford

University Press

Commission on Higher Education. (2012). CHED MemorandumOrdr No. 46, s. 2012: Policy-
Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an
outcome-based and typology-based QA. Retrieved on November 30, 2014, from
www.ched.gov/wp-content/uploads/2013/...CMO-No.46-s2012.pdf

Websites:

https://www.westminster.edu/about/accreditation-assessment/definition.cfm

https://online.stu.edu/articles/education/educational-measurement-assessment-
evaluation.aspx#:~:text=In%20education%2C%20evaluation%20is%20the,measurements
%20gathered%20in%20the%20assessments.&text=They%20evaluate%20the%20information
%20gathered,to%20those%20of%20other%20students.

http://tutorials.istudy.psu.edu/testing/testing2.html

https://link.springer.com/chapter/10.1007/978-94-010-0462-6_25

https://erienkoma.wordpress.com/2011/06/25/standardized-and-non-standardized-tests/

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Davao Vision Colleges, Inc.