Assessment of

Learning

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 The Interdependent Components
of Teaching: A Bird’s Eye View

What
we
know

Change
The
way we
teach
Taken from the presentation of Maria Celestina P. Amora,
3 MEdStudies, MAT - Math
 Challenging

A continuing
Complex process

Teaching

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 Assessment, Measurement &
Evaluation: Their Differences
@ use of some tools or instruments
Measurement (tests) scales)
@ “How much?”

@ compares two measurements

Assessment @ “How much change has occur?”

@ determines the value of

Evaluation something(http://www.xrefer.com)
@ “How good?”
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 Assessment in education is best
described as an action "to determine
the importance, size, or value of."

Measurement refers to the process by which the

attributes or dimensions of some physical object are
determined. One exception seems to be in the use of the
word measure in determining the IQ of a person.
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As researched by APM
 Why do we assess?

1.Improve the teaching –

learning process
2.To determine if teaching
objectives are achieved
3.To determine is strategies
used are effective
4.To determine the extent or
progress of student learning

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 4. To motivate
pupils/students
5. To determine
alternative teaching
procedures
7. To give information for
administrative decisions
8. To focus students’
attention
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 9. To make and report student
progress
10. To mark and report student
progress
11. To give guidance and
counseling to students
12. To classify students
13. To improve the teaching –
teaching process
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 What do we assess?
PRACTICAL
SKILLS
COGNITIVE
A. Basic Skills
SKILLS
Observation Remembering
Recording Understanding
Measuring Applying
Manipulating Analyzing
Procedural Evaluating
Following direction Creating
B. Process Skills
Inference
Selection of
procedure What to ATTITUDES/VALU
C. Investigative assess? ES
Skills Enthusiasm
Generative Perseverance
Experimentation Honesty
Evaluating Awareness
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Recording Environmental
concerns, etc.
 Formative Assessment
Formative
Assessment
determines the
learner’s progress
through a learning
task
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 Summative Assessment

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 Diagnostic Assessment

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 Placement Test

Placement Test determines the

proper placement of a learners as
in sectioning or participation in
extra curricular activities e.g.
sports, glee club etc. It is
concerned with pupils’ entry level
of performance

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 Their Differences
• Concerned with pupils’ entry
Placement level of performance

• Used to monitor learning progress

Formative during instruction

• Used to determine learning

Diagnostic problems

Summative Used for accessing grades

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 Authentic Assessment

When is
assessment
“authentic”?
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 What is authentic learning?
Dependa
Genui
ble
ne
reliabl
e authentic Re
learning
al
Vali Tru
d true e
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 Principles of Authentic Assessment
(BEAM, 2006)

Uses relevant, real life examples and

contexts
Is directly connected to the objectives of the
lesson(s)

Is about teaching for long term learning, and then

assessing for understanding

Is about assessing as a whole rather than as

a set of fragmented, unconnected tasks.
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 Principles of Authentic Assessment
(BEAM, 2006)

Has value beyond the evaluation period - the

learning is applied and related to other
aspects of life.

Often involves collaboration with

others

Assists curriculum evaluation.

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 RUBRIC
A scoring methods that lists
the criteria for a piece of
work, or “what counts”
It also articulates gradations
of quality for each criterion,
from excellent to poor.

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 APPROPRIATENESS OF
ASSESSMENT METHODS

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 1. Written-Response
Instruments

Objective Tests are

appropriate for assessing
the various levels of
hierarchy of educational
objectives.
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 Multiple choice Used to test
test the first four
True-false test to five levels
Matching type ofthe
Enumeration hierarchy of
Filling the educational
blanks objectives

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 ESSAYS – test the
student’sgraspof
higher level cognitive
skills particularly in the
areas of application
analysis, synthesis and
judgment
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 TRUE-FALSE TEST

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 RULE 1
DONOTGIVEAHINT
(INADVERTENTLY)INTHE
BODY OF THE QUESTION

Example: The Philippines gained its

independence in 1898 and
therefore celebrated its centennial
year in 2000. _______
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 RULE 2
AVOID USING THE
WORDS ALWAYS, NEVER,
OFTENANDOTHER
ADVERBS THAT TEND TO
BE EITHER ALWAYS TRUE
OR ALWAYS FALSE

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 RULE 3
AVOIDLONG
SENTENCESAS
THESE TEND TO BE
“TRUE”.KEEP
SENTENCES SHORT.

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 RULE 4
AVOIDTRICK
STATEMENTS WITH SOME
MINORMISLEADING
WORDORSPELLING
ANOMALY,MISPLACED
PHRASES.

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 RULE 5
AVOIDQUOTING
VERBATIMFROM
REFERENCE
MATERIALSOR
TEXTBOOKS.

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 AVOIDSPECIFIC
DETERMINERS OR GIVE-AWAY
QUALIFIERS.STATEMENTS
WITH “NEVER” “NO” “ALL”
“ALWAYS” ARE MOST LIKELY TO
BE FALSE THAN TRUE.

RULE 6
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 RULE 7
WITHTRUEORFALSE
QUESTIONS, AVOID A GROSSLY
DISPROPORTIONATE NUMBER
OF EITHER TRUE OR FALSE
STATEMENTSOREVEN
PATTERNSINTHE
OCCURRENCE OF TRUE AND
FALSE STATEMENTS.
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 MULTIPLE CHOICE
TESTS

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Ruby’s father is sick. 2 PARTS
The sentence is
A. STEM
________.
A. simple
B. OPTIONS
B. compound
C. complex
D. compound-
complex
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 GUIDELINE # 1

DONOTUSE
UNFAMILIAR
WORDS,TERMS
AND PHRASES.

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 GUIDELINE # 2
DONOTUSE
MODIFIERS THAT ARE
VAGUEANDWHOSE
MEANINGS CAN DIFFER
FROM ONE PERSON TO
THE NEXT SUCH AS
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MUCH, OFTEN,
 GUIDELINE # 3
AVOIDCOMPLEXOR
AWKWARDWORD
ARRANGEMENTS. ALSO, AVOID
USE OF NEGATIVES IN THE
STEM AS THIS MAY ADD
UNNECESSARY
COMPREHENSION
DIFFICULTIES.
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 Example:
Development patterns acquired
during the formative years are
not unchangeable.

A
B
C
D
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 DO NOT USE
NEGATIVES OR
DOUBLE NEGATIVES
AS SUCH
STATEMENTS TEND
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TO BE CONFUSING.
 GUIDELINE # 4

EACHITEM
STEMSHOULD
BE AS SHORT AS
POSSIBLE.
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 GUIDELINE # 5

DISTRACTERS
SHOULDBE
EQUALLY
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PLAUSIBLE AND
 The biggest sea victory of the
Spaniards against the Moros was
the defeat of the Moro chieftain
a. Tagal
b. Bungsu
c. Sicala
d. Daniel
e. Noah

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 GUIDELINE # 6

ALLMULTIPLE
CHOICEOPTIONS
SHOULDBE
GRAMMATICALLY
CONSISTENT WITH THE
STEM.
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 The place that was never
conquered by the
Spaniards was

a. Lanao
b. Cotabato
c. Jolo
d. Zamboanga

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 GUIDELINE # 7

DO NOT MAKE
ANY KEY WORD OR
PHRASEINTHE
CORRECT
RESPONSE APPEAR
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IN THE STATEMENT.
 A member of the assembly in
1985 is called

a. assemblyman
b. delegate
c. congressman
d. representative

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 GUIDELINE # 8

MAKETHE
CORRECT RESPONSES
OCCUR IN RANDOM
ORDER.THEY SHOULD
NOTFOLLOWA
PATTERN.
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 WRONG PATTERNS OF CORRECT BETTER
ANSWERS.
A.B.C.
1. a1. a1. a D.
2. b2. a2. c 1. c
3. c3. b3. b b
2.
4. d4. b4. d a
5. e5. c5. a 3. a
6. f6. c6. c 4. d
7. g7. d7. b c
8. h8. d8. d 5.
d
6. b
7.
8.

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 GUIDELINE # 9

AVOID
PRESENTING
SEQUENCED
ITEMSINTHE
SAME ORDER AS
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 GUIDELINE # 1O

USE THE “NONE

OFTHEABOVE”
OPTION ONLY WHEN
THE KEYED ANSWER
ISTOTALLY
CORRECT.
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 Spain did not realize her dream
of an Asian empire because

a. her conquistadores were no longer

infused with fire and fury
b. of financial difficulties
c. the nations she attempted to conquer
were powerful
d. none of the above

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 NOTE THAT USE OF
“ALL OF THE ABOVE”
MAY ALLOW CREDIT
FOR PARTIAL
KNOWLEDGE.

GUIDELINE # 11
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 The causes of revolts against
Spain were
a. forced labor
b. high tribute to the Spaniards
c. religious intolerance
d. maltreatment of Filipinos by the
Spaniards
e. all of the above

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 GUIDELINE # 12
THE DIFFICULTY OF A
MULTIPLE CHOICE ITEM MAY
BE CONTROLLED BY VARYING
THEHOMOGENIETYOR
DEGREE OF SIMILARITY OF
RESPONSES.THEMORE
HOMOGENOUS, THE MORE
DIFFICULT THE ITEM.
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 Thailand is located next to:
a. Laos and Kampuchea
b. India and China
c. China and Malaya
d. Laos and China
e. India and Malaya

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 MATCHING TYPE
of TEST COMPOSED OF
TWO COLUMNS STIMULUS -
RESPONSE

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 Match the capital towns in column B
with the provinces in column A and
write the letter symbol of each town
in column A to which it corresponds.
B
A a. Malolos
____ 1. Bulacan b. Vigan
____ 2. Pampanga c. San Fernando
____ 3. Zambales d. Laoag
e. Iba
f. Lingayen

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 • THERE SHOULD BE TWO
COLUMNS, WRITTEN SIDE
BY SIDE. THE STIMULUS
COLUMN SHOULD BE
WRITTEN AT THE LEFT
SIDE AND THE RESPONSE
COLUMN AT THE RIGHT
SIDE.

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 •DIRECTIONS SHOULD BE
CLEAR IN STATING WHAT
ITEMS IN THE RESPONSE
COLUMN SHOULD BE
MATCHED WITHIN THE
STIMULUS COLUMN.

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 THE RESPONSE
COLUMN SHOULD
CONTAIN MORE ITEMS,
AT LEAST TWO OR
MORE THAN THE
STIMULUS COLUMN.
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 • ONLY ITEMS WITH THE
SAME RELATIONSHIP
SHOULD BE INCLUDED
SUCH AS WARS-DATES,
BOOKS-AUTHORS,
COUNTRIES-CAPITAL
CITIES.

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 FILLING THE
BLANKS
A COMPLETION TEST IS A
SERIES OF SENTENCES IN
WHICH CERTAIN IMPORTANT
WORDS OR PHRASES HAVE
BEEN OMITTED FOR THE
STUDENTS TO FILL.
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 1. OMIT ONLY WORDS
THAT ARE ESSENTIAL TO
THE MEANING OF THE
STATEMENT OR
SENTENCE.

__________ WAS THE FOUNDER

OF THE KATIPUNAN.

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 2. DO NOT OMIT SO MANY
WORDS IN A STATEMENT.
THE STATEMENT MAY LOSE
ITS MEANING.
WRONG: _______ was the first ______ of
the _________.
RIGHT: _______ was the first President of
the Philippine Commonwealth.

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 3. MAKE THE BLANKS EQUAL IN
LENGTH TO AVOID CLUES.

1. _______________ was the brains of the

Katipunan.
2. ________ was the brains of the founder
of La Liga Filipina.
3. _________ was the brains of the
Revolution.

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 4. AVOID GRAMMATICAL
CLUES

1. Do not use a modifier a or an before

a blank.
Ex. An adjective modifies a ________ .
2. Make the answers to blanks in the
same statement the same in
grammatical form.
Ex. An octagon has _____ sides and a
pentagon

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 ESSAYS
- examinee is made to
discuss, compare, state
explain, analyze or
criticize.

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 RULE 1.
PHRASETHE
DIRECTION IN SUCH A WAY THAT
STUDENTS ARE GUIDED ON
THE KEY CONCEPTS TO BE
INCLUDED.

EX. Of the five distinguishing

elements of the learner’s
capacity to learn, choose one
and give example.
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 RULE 2.
INFORMTHE
STUDENTS ON THE CRITERIA TO
BE USED FOR GRADING THEIR
ESSAYS.
Criteria for the topic “ Plant
Photosynthesis”

a. coherence
b. accuracy of statements
c. use of keywords
d. clarity
e. extra points for innovative ideas
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 RULE 3PUT
. A TIME LIMIT
ON THE ESSAY TEST.

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 RULE 4. DECIDE ON YOUR
GRADING SYSTEM PRIOR TO
GETTING THE ESSAYS OF THE
STUDENTS.

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 RULE 5. EVALUATE ALL OF
THE STUDENTS’ ANSWERS TO
ONE QUESTION BEFORE
PROCEEDING TO THE NEXT
QUESTION.

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 RULE 6. EVALUATE
ANSWERS TO ESSAY
QUESTIONS WITHOUT
KNOWING THE IDENTITY OF
THE WRITER.

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 RULE 7. WHENEVER
POSSIBLE, HAVE TWO OR
MORE PERSONS GRADE EACH
ANSWER.

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