Module 1

Introduction to Assessment

A. Basic Concepts in Assessment

What is assessment?
o Defined as any of a variety of procedures used to obtain information about student performance (Linn and
Miller, 2005).
o Refers to a full range of information gathered and synthesized by teachers about their students and their
classrooms (Arends, 1994).
o A process of gathering and organizing quantitative and qualitative data into an interpretable form to
have a basis for judgment or decision-making.
o It provides the information which enables evaluation to take place.

How can we have quantitative and qualitative data? We need to have test and measure the test.
What is test?
o An instrument designed to measure any characteristic, quality, ability, knowledge, or skill. It
comprised of items in the area it is designed to measure.
o It is a devise used to measure what the students have learned before, during, or after classroom
activities.
What is measurement?
o A process of quantifying the degree to which someone/something possesses a given trait. i.e. quality,
characteristics or feature

Is assessment is the last part of the process? Assessment is not the last part, but evaluation is.
What is evaluation?
o A process of systematic interpretation, analysis, appraisal or judgment of the worth of organized data as
basis for decision making. It involves judgment about the desirability of changes in students.
Is there a little confusion between assessment and evaluation? Let’s compare the two.

Check your understanding. Write your answer on the space provided.

1. In your own words, differentiate test from measurement.

A method to determine a student’s ability to complete a certain task or demonstrate mastery of a skill or
knowledge of content. While it is commonly used interchangeably with the assessment or even evaluation or
it can be distinguished by the fact that a test is one from of an assessment.
 Measurement beyond its general definition, refer to set of procedure in educational test and assessment. Some
of the basic principle of measurement in educational evaluation would be a raw score, percentiles ranks,
derived scores, standard score .
In your own words, differentiate assessment from evaluation.
Assessment is a process of collecting , reviewing , and using data, for the purpose of improvement the current
performance. Evaluation is described as an act of passing judgement on the basis of a set standards.

2. What are the different ways that your previous teacher used to assess whether you learned the lesson or not?
Give at least three.
Recalling lessons, Remedial lesson, and Dictation.

B. Purposes of Classroom Assessment

There are three purpose of classroom assessment; Assessment for learning, Assessment of learning and
Assessment as learning.
Assessment FOR Learning
A. Placement – done prior to instruction
o Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction.
o Teachers use this assessment to know what their students are bringing into the learning situation and use
this as starting point for instruction.
o The results of this assessment place students in specific learning groups to facilitate teaching and learning.
B. Formative – done during instruction

o It is this assessment where teachers continuously monitor the students’ level

of attainment of the learning.
o The results for this assessment are communicated clearly and promptly to
the students for them to know their strengths and weakness and the progress
of learning.

C. Diagnostic– done during instruction

o This used to determine students’ recurring or persistent difficulties.
o It searches for the underlying causes of student’s learning problems that do not respond to first aid and
treatment.
o It helps formulate a plan for detailed remedial instruction.

Assessment OF Learning

o This is done after instruction.

o This is usually referred summative assessment.
o It is used to certify what students know and can do and the level of their proficiency.
o It results reveal whether or not instructions have successfully achieved
the curriculum outcomes.
o The information from assessment of learning is usually expressed as
marks or letter grades.
o The results of which are communicated to the students, parents, and
other stakeholders for decision making.
 o It is also a powerful factor that could pave the way for educational reforms.

Assessment AS Learning
o This is done for teachers to understand and perform well their role of assessing
FOR and OF learning. It requires teachers to undergo training on how to assess
learning and be equipped with the following competencies needed in
performing their work as assessors.

Check your understanding. Write your answer on the space provided.

1. Differentiate formative assessment and summative assessment.

Formative assessment is a planned, on-going process used by all students and teachers during learning and
teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary
learning outcomes and support students to become self-directed learners and summative assessment to evaluate
student learning and academic achievement at the end of a term, year or semester by comparing it against a
universal standard or school benchmark. Summative assessments often have a high point value, take place
under controlled conditions, and therefore have more visibility.

2. What is/are the importance of classroom assessment?

To Improved student learning especially when they comprise formative feedback and help students to
understand their own learning strategies.

3. Site examples of formative assessment.

In-class discussions, clicker question , low stake group work, weekly quizzes, 1minutes reflection and
assignment, homework assignments and survey.

C. Guiding Principles in the Assessment of Learning

1. Assessment is an integral part of the teaching-learning process.
o Teaching and learning is never complete without assessment. We need to test how far the learners
have learned, either before, during or after instruction, in line with our objectives. Thus, if learners
are made to realize about this, negative attitudes about assessment will be minimized since the
quizzes and tests will be just "usual" to them. They will come to realize the purpose of assessment,
that is, to check how far they have learned.
2. Assessment tool/activity should match with performance objective.
o Assessment tool and objectives must be collinear. The test/quiz or any assessment techniques must
be aligned with the objectives.  This also includes the type of assessment appropriate for a certain
objective. This is like a teacher who has an objective about "Singing the Philippine National
Anthem". Which is more appropriate assessment tool: let the student write down completely the
anthem, or let them sing the anthem?
3. The results of assessment must be fed back to the learners.
o The purpose of assessment is to give learners a feedback to what extent their learning is.
4. Teachers must consider learners’ learning styles and multiple intelligences and so must come up with a
variety of ways of assessing of learning.
o Let us take into account the learners’ multiple intelligences in assessment. Give various assessment
techniques in order to cater individual differences.
5. Give some positive feedback along with not so good ones.
 o This can boost their morale to study and appreciate the value of success. Further, let's give them
some constructive criticisms on the areas they need to improve. Remember that the biggest room in
the world is the room for improvement.
6. Emphasize on self- assessment.
o Assessment must be INTRAcomparative. Rather than comparing themselves with other people, let
them compare their “then” selves to their “now” selves.
7. Build the culture of success in the classroom.
o Have the mentality that ALL learners will be successful. Avoid the belief that it is normal that some
students pass while others fail.
8. Assessment of learning should never be used as punishment or as disciplinary measure.
o Never use assessment as disciplinary action or as punishment, otherwise the purpose of assessment is
defeated.
9. Emphasize on real world application that favours realistic performances over out-of-context drills.
o Hence, assessment must focus on real life application, as well as developing higher ordered thinking
skills such as analyzing, evaluating and most of all creating.
10. Results of learning assessment must be communicated regularly to parents.

Check your understanding. Write your answer on the space provided.

What are the possible consequences on the teaching-learning process if each of the principles is not observed?
 Possible Consequence if Principle is NOT
Principle of Learning Assessment
Observed

1. Assessment is an integral part of the Students quickly lose focus and teachers may be
teaching –learning process. left scrambling to think of what to do next.

2. Assessment tool/activity should match with They wasted time of students. They are not able to
performance objective. focus in skills geared towards the learning objects.

3. The results of assessment must be fed back They did not understand the assessment of learning.
to the learners.

4. Teachers must consider learners’ learning They did not properly manage strategies and
styles and multiple intelligences and so learner interest.
must come up with a variety of ways of
assessment learning

5. Give some positive feedback along with Students Independently – vice increases
not so good ones.

6. Emphasize on self-assessment. Plagiarism

7. Assessment of learning should never be It must be not administered and making irrational
used as punishment or as disciplinary decision
measure.

8. Build the culture of success in the Decrease your goals minimize your potentials.
classroom.

9. Emphasize on real world application that They doing nothing and not care about what is
favours realistic performances over out-of- going on within the classroom
context drills.

10. Results of learning assessment must be They are not responsible for providing feedbacks.
communicated regularly to parents.