Assessment of Learning 1: Basic Ideas

I. Expected Learning Outcomes

1. Explain the concept of assessment, its meaning, importance, nature and purpose,
role and types.
2. Demonstrate the relation of measurement to evaluation.

II. Discussion Entries

a) Teacher’s Input

The word assessment in general term is an appraisal or estimate for the value of
quantity or quality of a thing, idea or belief.
Basically, in education, it is the process of gathering information about student’s
learning for analysis and interpretation for the purpose of making decision. It is
confined to the techniques and procedures for determining the academic achievements
of the students based on cognitive, affective and psychomotor skills to contribute for
the continued improvement of teaching and learning situation and to measure the
learner’s progress in school.
Under the General Guidelines for Assessment and Rating of Learning Outcomes
(Dep Ed Order No. 73), assessment shall be used as quality assurance tool to measure
student’s progress in the attainment of standard, promote self-reflection and personal
accountability for one’s learning, and provides a basis for the profiling of students
performance.

Assessment of student learning may involve:

1. Administering different kinds of test
2. Observation of behavior performance
3. Interview
4. Examination of work samples, and portfolio assessment

Importance of Assessment

Assessment decision could substantially:

1. Improve student performance;
2. Guide the teacher in enhancing the teaching-learning process, and;
3. Assist policy makers in improving the educational system.

Nature and Purpose of Assessment in the Classroom

• to meet or even exceed the standard in terms of content, performance and
expected learning outcomes
• quality assurance in student learning

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Overall goal of Assessment
The overall goal of assessment is to improve students’ learning and provide
students, parents and teachers with the reliable information regarding students’
progress and extent to the attainment of expected learning outcomes.

Measurement in Relation to Evaluation

Measurement – an instrument or device used to measure individual achievement,

personality, attitude and among others anything that can be
express quantitatively (Collecting exact quantitative information
relative to some established standards).
Evaluation – refers to the consideration of evidence in the light of value
standard and in terms of particular situations and goals which the group or
individuals are striving to attain.
- this is the entire process of making measurement and rendering judgment. It
involves reasoning not only measurement of skills.

Any type of measurement or assessment procedure is summarized by the formula

True Score = True value + Random Factor.
Measurement of quantity or quality of interest = True value + Random Factor
Quantity of score or mark = true value + random factor
True value – means measurement of grades
Random Factor – interest for the subject (attendance, etc.)

In order to understand the difference between measurement and evaluation, let us

study this hypothetical scenario as presented in your text.

John is a grade 7 student. The teacher after computing his test results in the entire
period in English find the average to be 74.4 short of 0.6. The teacher observed that
John is very slow in doing literary works assigned to him in English but he finds John to
be doing his home work regularly, never miss a class, and show his interest in the
subject.

Question:
1. Should the teacher flunk or passed John in his English subject?

Answer:
On the basis of measurement made about John’s performance in English,
logically the teacher should fail him. But considering his interest in the subject,
attendance, doing his homework regularly the teacher should pass John in the
subject - It is a form of evaluation.

Evaluation therefore involves the kind of reasoning considering other

factors in the process. Measurement of quantity or quality of learning is equal
to true value plus random factor of the learner.

Educational Measurement
- Measurement of quantities or qualities of interest in the field of education.

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Classification of Educational Measurement

1. Classroom Measurement
- The measurement and measurement procedures that a teacher provides in
order to assess the progress of the students in the class.
Common measuring instruments:
1. Teacher-made test
2. Achievement test
2. System Measurement
- The measurement being done by policy makers in the institutional, local and
national levels. It is a massive system measurement procedure to determine
quality and standard.
Sample measuring instruments
1.) NBC 461 evaluation
2.) LET
3.) Accreditation

Types of Measurement

1. Objective measurement
- Measurement done by testing or test to find out the presence or absence of
certain characteristics or quantities. It is more stable than subjective measurement
because even you repeat the procedure the same quantity or quality of interest will
produce more or less the same outcome.
 Test score in English
 Grade of project submitted

2. Subjective Measurement
- Subjective procedure of measuring quantity or quality of interest by using
perceptions (scale: 1, 2, 3, 4, 5 etc. ).
When objective measurement may not work so subjective procedure is
done and sometimes both.
 Class participation
 Attitude score based on observation
 Classroom behaviour

Terms that are Important in Educational Measurement

1. Variable – the measurable characteristics of a student. This can be directly

measured as
Age, height, weight, computational skills, and reading skills
2. Indicator – denotes the presence or absence of measured characteristics but
direct measurement is not possible.
Example: 1 if the characteristic is present
0 if the characteristic is absent
3. Factors – constitutes the group of variables to be studied
Example: language ability factors

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Role of Assessment

1. Placement – determine the student’s ability where he/she must belong.

 National scholastic aptitude test
 Entrance examination
2. Formative – assessment or evaluation that guides the teacher in his teaching activity
or situation of what to do.
 Daily quizzes
3. Diagnostic - assessment or evaluation that determines the strength and weakness of
the student’s in learning.
 Pretest and post test
 I. Q. Test
4. Summative – determine if the expected learning outcomes for a course are attained
or not.
 Periodical test

B. Student’s Input
a.) Answer the following exercises.

I. Answer the following questions.

1. Explain by illustration the relation of measurement to evaluation.

2. Answer the following paper pencil test to test your understanding.
Test I. TRUE OR FALSE
__1. Evaluation is the process that comes after measurement.
__2. A good evaluation should produce a value closest to the random factor of
the student.
__3. A student test score represent his true ability.
__4. Educational measurement always require written response test.
__5. To reduce subjectivity in scoring to the same group of learners, teacher
should give proportional weights to all areas of concern.
__6. Fair and reasonable evaluation is done if the measuring instrument
provides a close measure to the performance of the students.
__7. All factors that will affect the final rating of the students should be
measured.
__8. The measuring of quantity or quality of interest by using class participation
is an example of subjective type of assessment.
__9. Classroom measurement is a massive system measurement procedure in
the academe.
__10. Indicator is the measure of direct observed characteristics.

Test II. Classify the following as either objective or subjective measurement

1. Age of pupils.
2. Class participation

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 3. Size of paper
4. Attitude score based on observation
5. Test score in mathematics

Test III. Identify the role of assessment as to placement, diagnostic, formative,

or summative.
1. Mental test
2. Personality Test
3. Drill exercises
4. Entrance test
5. Semi-final examination

Test IV. Identification

1. Classification of test that is carefully prepared to provide high

validity and reliability.
2. Test classification frequently becomes the basis for evaluating the
progress of student’s progress in the classroom.
3. A test that assess the learner’s performance at the end of teaching
and learning process.
4. Role of assessment which classify the student’s ability as either
above or below average.
5. Type of measurement done to measure performance with the use
of perceptions.
Work folio

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Work folio

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b) Reflection

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c) Summative Statement and Evaluation

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d) Documentary Proof of Learning

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e) My Performance in the Learning Episode

Excellent Very Good Good Fair Poor

(5) (4) (3) (2) (1)
1.Attainment
of expected
learning
outcomes
2. Level of
effort used in
the activity
3.Compre-
hensiveness
4.Value of
reflection
5. Summative
statement
and
evaluation
6. Proof of
learning
7. Level of
creativity
8. Accuracy
and quality of
output
Total
Overall
Rating

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