CHAPTER 6

ASSESSMENT LEARNING
ANGEL Y. LOPEZ
BSED SCIENCE 4A

LESSON 1
Determining the Nature of Assessment

Guided Practice
A. Direction: Interview your cooperating teacher about the purpose of
Assessment. List 5 purposes why he/she is assessing his/her students.

Assessment Purpose 1: To tract students’ progress

Assessment Purpose 2: To evaluate students’ mastery of the unit
Assessment Purpose 3: For assessing students learning
Assessment Purpose 4: For assigning grades
Assessment Purpose 5: To determine if we can proceed to the next
lesson or provide remediation.

B. Direction: Explain the importance of each assessment principle briefly

1. Address learning targets or curriculum goals.

Learning targets provide students measurable goals that they can
grasp and work toward. Learning targets, expressed in student-
friendly language and often reported on, pass ownership for fulfilling
objectives from the teacher to the student, rather than the teacher
taking on all of the responsibility.
2. Provide efficient feedback on instructions
In my experience, the only thing I knew was that I disliked public
speaking and would do anything to avoid it. Most of the time, as a
teacher, it is simple to provide encouraging, positive comments. In
other cases, though, we must dig deep to locate a suitable feedback
answer that will not hinder a student's learning. This is where the
good teachers, the ones students remember in a positive light for
the rest of their lives, distinguish themselves from the rest. A
teacher has the distinct responsibility to nurture a student's learning
 and to provide feedback in such a way that the student does not
leave the classroom feeling defeated.

3. Use a variety of assessment procedures

Because students have a wide range of abilities, backgrounds,
interests, and learning styles, assessment diversity puts all students
on a level playing field when it comes to proving what they know
and can accomplish.

4. Ensure that assessment is valid, reliable, and fair.

It is important to ensure that the learner is aware of, understands,
and can engage in the assessment process, and that the procedure
is suitable. It also offers the ability for the individual being assessed
to question the assessment's outcome and, if required, be
reassessed. An assessment should ideally not discriminate between
learners except on the basis of the ability being tested.

5. Keep record of assessment

Records of Assessments must be kept in order to provide a
verifiable record of a learner's progress from the beginning to the
end of a course or program. If a student loses their work, the
assessments serve as a backup to indicate what was assessed and
what was achieved. In the event that a student challenges an
assessment decision or is accused of plagiarism, complete,
accurate, and factual documents are necessary. Other reasons to
preserve evaluation data include accidents, equitable opportunities,
and financing. In your absence, a substitute teacher with access to
your data will be able to take over.

6. Interpret and communicate results of assessment meaningfully.

It is important for teachers to understand not only how to perform
student assessments but also how to analyze and explain the
results, and this chapter focuses on both approaches.

C. Direction: Evaluate using the scale below if your cooperating teacher is

practicing the assessment principles. Check the appropriate column of
your answer.
5 – Always Observes
4 – Often Observes
3 – Sometimes Observes
2 – Rarely Observes
1 – Never Observes
 Assessment 5 4 3 2 1
Principles
1 Address
learning
targets or √
curriculum
goals
2 Provide
efficient
feedback on √
instructions
3 Use a variety
of assessment √
procedures
4 Ensure that
assessment is
valid, reliable, √
and fair.
5 Keep record of
assessment √
6 Interpret and
communicate
results of √
assessment
meaningfully.

D. Directions:
Compare norm-referenced assessment and criterion referenced
assessment. Write your answer on the Venn diagram below.
Processing
Examine the data you gathered. Answer the following questions:
1. Based on the five (5) purposes of assessing students given by your
cooperating teacher, which is the most important?
Tracking student progress is vital role in being a successful teacher.
Allowing students to monitor their progress and discuss how it ties to
larger goals boosts student investment. Furthermore, tracking allows
you, as the instructor, to remain involved and continue to improve your
own performance by observing patterns in student data.

2. Which among the six assessment principles is the most important for
you? Explain your answer.
Interpret and communicate results of assessment meaningfully.
Examining assessment findings may validate your suspicions regarding
program design or student learning. On the other hand, the outcomes
may surprise you. It is beneficial to consider how information will be
analyzed and what comparisons will be made before beginning data
collection, preferably while establishing the assessment strategy. When
you are evaluating outcomes that may answer questions you have put
into the design of the assessment activity, interpretation is easier.
Sharing your findings with others and debating different interpretations
might help you broaden your perspective on the data and overcome
your personal prejudices.
 3. Which approach is more applicable in 21st century classroom, norm-
referenced assessment or criterion-referenced assessment? Why?
Criterion-referenced exams and assessments are intended to assess
student performance against a specified set of criteria or learning
standards—that is, short, written descriptions of what students should
know and be able to achieve at a certain level of their education.
Criterion-referenced examinations are used in elementary and
secondary education to assess whether students have studied a given
body of knowledge or gained a specific skill set. Curriculum taught in a
course, academic program, or topic area, for example

Reflection
Write your reflection by completing the following statements:
I realized that:
Assessment is the process of measuring learner’s progress in the attainment
standards and 21st century skills as DepEd Order no. 55 series of 2016.
I believed it is essential to:
Know several purposes why we, teachers assess students’ performance. I
may help to motivate, create learning opportunities, and provide grades and
feedback, or ensuring quality assurance. The assessment data will be utilized
to reach educational decisions.
It is also essential to know the basic approaches in interpreting assessment
results, the nom and the criterion referenced assessment.
From now on, I am determined to:
Understand the basic approaches in interpreting assessment results, the
nom and the criterion referenced assessment. Norm-referenced assessment
which measures the student’s performance compared with the rest of the
students who were given a specific task. Criterion-referenced assessment
which measures the student’s condition based on a certain task.

LESSON 2
Preparing for Assessment
Guided Practice
 A. Directions: Ask for the copy of a sample table of specifications from
your cooperating teacher. Paste it below:

B. Direction: Create a one-way table of specifications for a quarterly

examination.
Number of Class Session
Objectives Number of Items Test Placement
1. Introduction 3 20
Weight/Percent 5 1-5
to Biology
2. Branches of 3 20 5 6-10
Biology
3. Biotic and 3 20 5 11-15
Abiotic
Factors
4. Producers 3 20 5 16-20
and
Consumers
5. Decomposer 3 20 5 21-25
s and
Scavengers
Total 15 100 25 25

Processing
Examine the data you gathered. Answer the following questions:
1. Why is it important to prepare and plan before you assess?
Preparation guarantees that you perform to the best of your ability on
the test. You can prepare by going through the subjects and
information in the resources provided to you. It is also critical to
establish healthy habits as a foundation for success.

2. What are the different features of the table of specifications of your

cooperating teacher? State each feature.
A Table of Specifications is a two-way table that outlines the subjects
covered by an exam as well as the amount of items or points assigned
to each topic. The categories of objects are sometimes specified as
well.

3. What is the most difficult part in creating a table of specifications?

Why?
 A Table of Specifications is used to establish the accomplishment
domains that are being tested and to guarantee that a fair and
representative sampling of questions appears on the exam. Teachers
cannot measure every topic or target, nor can they ask every question
that comes to mind. A Table of Specifications enables the instructor to
create a test that focuses on the important areas and weights those
areas depending on their value. A Table of Specifications shows the
teacher that an exam has content validity, that it covers what should
be covered.

4. What will happen to the test if the teacher does not prepare a table of
specifications?
A teacher cannot have a test with content validity without making TOS.
It is because when there is no table of specification, the tendency for
the test maker to focus too much on facts and concepts at the
knowledge level. TOS is a test map that guides the teacher in
constructing a test.

Reflection
Write your reflection by completing the following statements:
I realized that:
Preparation is a vital element for any success. People become successful
with whatever endeavor they are in because they are prepared.
I believed it is essential to:
Prepare or make every assessment a huge success, there are several
preparations that should be done. It is not just simply judging, grading and
reporting of student performance.
From now on, I am determined to:
Anticipate the numbers of test items that will be included to measure and
evaluate student performance. It is important to use table of specifications or
test blueprint to help us align objectives, instruction and assessment. It
includes the learning outcomes to be tested, number of recitation days,
number of items for each learning outcome to be tested, percentage of items
and item placement.

LESSON 3
 Writing Good Test Items
Guided Practice
a. Direction: Check what you have learned about constructing good test
items. Complete K-W-L table below
What I know What I want to know What I learned
The first and most The purpose of the test The most crucial phase
important phase in construction is to in the test construction
the test construction create the test process is evaluating
process is test requirements. We must the test. To determine
planning. The establish test the quality of the test
primary purpose of requirements to ensure and the quality of the
the assessment that the exam replies, evaluation is
process is to gather measures a required. The quality of
valid, trustworthy, representative sample the exam denotes how
and valuable of the instructional good and trustworthy
information on the objectives and topic the test is. (Validity and
student. A test can areas. As a result, a dependability.) The
be used for a variety complex design is quality of the replies
of objectives during required for test indicates whether items
the teaching and building. The 'Table of are unsuitable for the
learning process. It Specification' or 'Blue exam. It also allows us
may be used to Print' is one of the most to assess the test's
assess entrance widely utilized devices applicability in a
performance, for this purpose. regular classroom
progress during the setting.
teaching learning
process, and the
mastery level
attained by pupils.
Tests are an
effective tool for
assessing pupils'
entrance
performance. It
solves the issue of
whether or not the
students have the
necessary skills to
begin the course, as
well as what prior
information the
student possesses.
As a result, it must
be chosen whether
the exam will be
used to assess
entrance
performance or the
student's prior
knowledge of the
topic.

b. Direction: Ask for a copy of a quarterly test from your cooperating

teacher. Paste the sample quarterly examination and evaluate the test
items using the checklist below.

General Rules in Observed Not Observed

Writing Test Items
(Gonzales 2007)
1. The test items
should be
match the
desired
learning
outcome or
competency. It √
should measure
the behavior
and content of
an instructional
objectives.
2. There should
be only one
correct or best
answer that
experts
generally √
agree. Avoid
answers that
need a lot of
argumentation
or debate.
3. The language
used in all the
items should be √
simple, clear,
and definite.
4. The test items
should present
a clear and
definite task. √
No ambiguous
term should be
used.
5. The test items
should follow
acceptable
rules f
grammar.
Correct usage,
proper use of √
capitalization
and
punctuation
marks should
be observed.
6. All items of the
same type
should be
grouped
together. All √
true-false items
should be
grouped
together.
7. The test item
should be
arranged from
the easiest to
the most
difficult. If easy
items are
placed at the
beginning of a √
test the
students are
motivated to
answer the
next
succeeding
items
C. Directions: Formulate five (5) select type and five (5) supply type test
items. Follow the general rules in writing test items.

Processing
Examine the data you have gathered. Answer the following questions:
1. What is easier to construct, select type items or supply type items?
The learner is required to provide a response in the form of a word,
phrase, or paragraph for supply type test items. The supply type item
necessitates that the student arrange his or her knowledge. It
necessitates the capacity to convey concepts and is thus useful in
assessing a learner's broad comprehension of a subject. The supply
type item on a pre-solo knowledge examination, for example, may be
quite helpful in establishing if the pilot in training has appropriate
understanding of procedures.

2. Which is easier to check, select type items or supply type items?

Selection type exam items demand the student to choose between two
or more options. Each item has a single correct response. It presumes
that all students should study the same thing and is based on rote
memory of information. Written exams comprised of selection type
items are very trustworthy, which means that the results would be
assessed the same regardless of who took the test or who graded it.
This style of test item, in fact, lends itself quite well to machine
scoring.

3. What is more objectives, select type items or supply type items? Why?
Select type items, objective question types require students to select a
response from a list of alternatives provided to them or to supply a
word or short phrase. Only one correct answer is identified.

4. How do you ensure fairness and objectivity in checking essay type

items?
For an assessment to be fair, it must:

 measure a student’s ability in the subject they have studied

 effectively differentiate student performance
 ensure no student is disadvantaged, including those who speak
English as a second language
 Give all students the same opportunity to achieve the right
grade, irrespective of which exam series they take or which
examiner marks their paper.
 To ensure our exams are fair, we apply three core principles when we
design our assessments. They are validity, reliability and comparability.

Reflection
Write your reflection by completing the following statements:
I realized that:
The way the teacher constructs the test items hinders the students from
getting the right answer. Aside from mastering the content and pedagogy,
teachers should be knowledge on how to properly construct good test items.
I believed it is essential to:
Categorized two basic types of test items: the select type and the supply
type. Select type items give several possible answer are presented. The
students are required to choose the correct or best answer. While the supply
type items can be answered by providing the right word, phrase, or even
sentences. The students are asked to supply their own answers to specific
questions.
From now on, I am determined to:
Exam fairness might be the difference between students receiving the mark
they deserve and receiving a grade that does not represent their knowledge
and skills. That distinction can have far-reaching consequences. Ensure our
exams are fair, we apply three core principles when we design our
assessments. They are validity, reliability and comparability.

LESSON 4
Creating and Using Rubrics
Guided Practice
A. Directions: Ask your cooperating teacher for a copy of any rubric that
he/she is using. Paste and evaluate the rubric:
Criteria Good Better Best
Shows the Shows nearly all Shows the
Completeness important parts. important parts. complete parts.
3 4 5
Exerted effort to try Parts looks like the All parts are exact
to draw the parts illustration but not same copy from
Clarity
even without the exactly the same. the illustration
resemblance to the
 illustration
3 4 5
Only few were Nearly all parts All parts were
labeled correctly. were labeled labeled correctly.
Correctness
3 correctly. 5
4
Feedback:_____________________________________Score:_________/15____________

1. What activities does the sample rubric intend to measure

2. How many criteria are there? Are the criteria enough to measure
the task?
There are three criteria and it can measure enough the performance
task of the students.
 3. What is the highest possible score?
Each category has a maximum score of 5 points.

4. Are descriptive and numerical values of the rubric aligned?

Yes, rating scales includes either numerical or descriptive labels.

B. Directions: Ask your cooperating teacher regarding an upcoming class

activity. Create a rubric for the class activity and try to use it in grading
the students’ product or performance.
Criteria Good Better Best
Shows the Shows nearly all Shows the
Completeness important parts. important parts. complete parts.
3 4 5
Exerted effort to try Parts looks like the All parts are exact
to draw the parts illustration but not same copy from
even without the exactly the same. the illustration
Clarity
resemblance to the
illustration
3 4 5
Only few were Nearly all parts All parts were
labeled correctly. were labeled labeled correctly.
Correctness
3 correctly. 5
4
Feedback:_____________________________________Score:_________/15____________
Processing
Examine the data you have gathered. Explain your answers to the following
questions:
1. What is the main purpose of using rubric?
A rubric's main purpose is to assess a student's performance or work.
To effectively assess the learning objectives, rubrics can be adapted to
each assignment or course.

2. What will happen if the teacher will not use a rubric in grading a
performance task of the students?
Without rubrics, we cannot identify the qualities that will be looked into
the student’s output. We cannot also define the criteria from top
students to bottom.

3. What will you advice to the teachers who are not using rubrics in
assessing students’ product and performance?
 We will fail to significantly increase student performance as long as
assessment is considered as something we do 'after' teaching and
learning are completed, regardless of how well or badly students are
currently taught or motivated.

Reflection
Write your reflection by completing the following statements:
I realized that:
The performance of the students emphasized in DepEd Order 8, series of
2015, allow learners to show what they know and are able to do in diverse
ways. They may create or innovate products or do performance-based tasks.
Performance-based tasks may include skills demonstration, group
presentation, oral work, and multimedia presentation and research projects.
I believed it is essential to:
Construct rubrics, a grading tools that provide a systematic method of
scoring students based on detailed performance standards. Rubrics are
commonly used to grade performance to grade presentations, papers,
portfolios, speeches and projects where the grading may otherwise be
subjective. The primary purpose of the rubric is to standardize the
assessment and provide more consistent grading. The rubric also seves as
an effective communication tool between the faculty member and the
students by outlining expectations in advance.
From now on, I am determined to:
Use rubrics, so we can identify the qualities that will be looked into the
student’s output. We can also define the criteria from top students to
bottom. And also we can assign a numerical value to each level of
performance.

LESSON 5
Preparing a Learning portfolio
Guided Practice
A. Direction: Interview your cooperating teacher. List five purposes why
teachers ask students to prepare a learning portfolio
1. Portfolios can help teachers monitor and evaluate learning progress
over time.
2. Portfolios help teachers determine whether students can apply what
they have learned to new problems and different subject areas.
3. Portfolios can encourage students to take more ownership and
responsibility over the learning process.
4. Portfolios can improve communication between teachers and parents
5. Student portfolios are most effective when they are used to evaluate
student learning progress and achievement.

B. Directions: Prepare a Field study learning portfolio by completing the

following:
1. Provide the following:
Name of the Students: ANGEL Y. LOPEZ
Year and Section: BSED SCIENCE 4A
School of the students: HOLY CROSS COLLEGE
Name of Cooperating Teacher: SIR ANJO SOLIMAN
School of the Cooperating Teacher: HOLY CROSS COLLEGE

2. Paste the following:

A picture with your cooperating teacher

3. Narrative report of your class observation:

 In our subject, Field study 2, we instructed to observe Junior
High School of Holy Cross College. First, we observed the class of
grade 7 with 5 sections, under Mr. Anjo Soliman. As a Science
major student, I and my fellow majors witness a Science class.
On that day, we observed first the Grade 7 – Jeremiah section,
whose teacher is Mr. Anjo Soliman. He is a very competent
Science teacher, allowing children to actively participate in class
and proving that science class is not always uninteresting. He
relates the subject matter to real-world events and helps the
learner to investigate and study the topic. The class is not in a
higher division, yet the students were alive because of the
excellent instructor that was in charge of them. After that, we
move to the next science class, Grade 8 – Isaiah, from 12:30 to
2:30 in the afternoon, with Mr. Anjo Soliman as the teacher. We
utilized to observe the two classes in a day of the field study 2
because it allowed us to make significant observations about the
many principles of learning. We could compare the two classes
and come up with a learning that may benefit us in the teaching
profession eventually.
Processing
Examine the data you gathered. Answer the following questions:
1. When it is your time to teach, what will you ask to your students to
compile in their learning portfolio? Why?
Did you know that Portfolios would include student work produced as
part of long-term projects or final evaluations, such as those completed
at the conclusion of a middle school or high school year, or at the
completion of a long-term, potentially multiyear project. Some
portfolios are solely meant to assess learning progress and
accomplishment in a given course, but others are kept throughout the
duration of a student's attendance at a school. Furthermore, some
portfolios are meant to assess learning in a single topic area, whilst
others measure the development of abilities that students may use in
all subject areas.

2. As future teacher, what is the importance of assessing student’s

learning by preparing a learning portfolio?
Portfolio evaluation allows students to reflect on their true
performance, to illustrate their weak and strong domains, and to track
students' development throughout the learning process. It also
encourages students to take responsibility for their own learning.
 3. Among the purposes given by your cooperating teacher, which purpose
is the best why?
Portfolios assist teachers in determining if students are able to apply
what they have learned to new situations and topic areas. A test can
assist teachers in determining whether learners have learnt a certain
mathematical ability, for example. Portfolios can also be used to assess
student work and learning outside of the classroom. For example, if a
student participated in an internship or completed a project under the
supervision of a community expert mentor, students could create
portfolios during these learning activities and submit them to their
teachers or school as evidence that they met certain learning
expectations or graduation requirements.

Reflection
Write your reflection by completing the following statements:
I realized that:
Aside from shift from the paper-and-pencil test to authentic skills
assessment, another trend in educational assessment is the use of portfolio
in assessing students’ learning. Because I am a product of conventional
learning.
I believed it is essential to:
Understand the used of portfolio that it is a container that holds evidence of
an individual’s skills, ideas, interests, and accomplishments. And portfolio is
also a collection of students work. The ultimate goal of portfolio is to develop
independent, self-directed learners.
From now on, I am determined to:
Appreciate the importance of portfolio. Because Portfolios can also be used
to assess student work and learning outside of the classroom.