Disclaimer:

This learning material is used in compliance with the flexible

teaching-learning approach espoused by CHED in response to the
pandemic that has globally affected educational institutions. Authors
and publishers of the contents are well-acknowledged. As such, the
college and its faculty do not claim ownership of all sourced
information. This learning material is solely for instructional
purposes and not for commercialization. Moreover, copying and/or
sharing part/s of this learning material in any form (such as, but not
limited to, social media like Facebook, Messenger, Instagram, etc.) is
highly discouraged.

College of Education

i
Preface

The course Educ308 (Assessment in Learning 1) is one of the professional education

courses that you, a pre-service teacher, should take. This course focuses on the principles,
development and utilization of conventional assessment tools to improve the teaching learning
process. It emphasizes the use of assessment of, as, and for learning in measuring
knowledge, comprehension and other thinking skills in the cognitive, psychomotor or affective
domains. It takes pre-service teachers through the standard steps in tests construction and
development, the application of grading systems, and the provision of timely, accurate, and
constructive feedback to improve learner performance.

Assessment is a broad concept, hence, the course is divided into 10 chapters. The first
chapter, discussed in learning material 1 provides information about the basic concepts of
educational assessment. The next four chapters, Chapters 2 to 5, discusses the principles of
high quality assessment, which includes lessons in setting learning targets, selecting
appropriate assessment methods and taking into consideration the different quality
benchmarks such as validity, reliability, practicality, efficiency and ethical guidelines. This first
five chapters are the coverage for the Midterm examination.

The subsequent chapters engages you in designing and developing assessment tools.
Specifically, you will be guided in constructing traditional assessment tools in the selected-
response and constructed-response format. The contents of this lessons are crucial in your
learning on how to construct your own tests such as multiple choice tests, True or False type
of tests, essays, and others. Likewise, you will be taught how to improve classroom tests
through item analysis. In the ninth chapter, analysis and interpretation of assessment results
are discussed. The last chapter covers topics on how test scores are graded and reported.

We, the faculty of instruction handling this course, entrust this compilation of learning
materials (LM) to you, Educ 308 student. This is designed to be user-friendly such that the
level of vocabulary and length of sentences and paragraphs are suited to your depth and
breadth of understanding. You have to employ critical reading in order to absorb the
assessment facts, concepts, and principles embedded herewith. Accomplishing the activities
presented will take time and will require you to exert effort, but completing them will be
rewarding not only for this semester, but for the next years to come once you are already an
in-service teacher. There may be lessons that you will find challenging and is not fully
discussed in this LM. You are always free to consult us, look for other references, browse the
internet, or look for instructional videos in YouTube for further examples and explanations.

Hopefully, despite the gloomy weather in the learning environment brought by the
pandemic, you will not lose the interest to learn. Feel the joy of learning and the positive stress
brought by deadlines and academic requirements. It is better to be agitated academically than
to be doing nothing from sunrise to sundown. The clock will keep on ticking and so let us not
wait to experience the time for regrets saying “I know I can… I should have done this.”

Carpe diem…
…per aspera as astra.

ii
 General Guidelines in Complying the Activities
1. Answers to different activities should be handwritten.
2. You can print the activity sheets in a long or A4 bond paper and directly answer
on the space provided. You can use a separate sheet of paper if necessary.
For those who do not have any means to print the activity sheets, you can write
your answer in an intermediate or yellow pad.
3. Fill out the information needed before answering the activities like the name,
year, block, course and date of accomplishment. For those who will write their
answers on a separate sheet, label your answer sheets with the necessary
information.
4. Read and understand the directions or instructions first in each activity before
attempting to provide answers. If there are clarifications as to what is to be
done, please contact me.
5. Use complete words and sentences in your answers (except for some activities
that are answerable only by true or false, by letters only or by specific word
responses.
6. If you are done with all the activities, compile your activity sheets in a long, white
folder. Your student information (complete name, address, course, program,
year, block and other relevant information) should be found in the cover page
of your activities. (A format will be sent in your group chat)
7. I promise that your responses to the different activities will be treated with
utmost confidentiality. Once you submit them to me, no other person can read
them without your approval.
8. I will not set a specific due date or deadlines for the different activities. You may
submit them personally or through a courier on any day before the scheduled
midterm/final examination when you are already done answering them. The
learning materials can be used in any setting convenient to you and may be
completed at your own pace. However, all activities should be completed first
before taking the midterm or final examination.
9. I am entrusting the learning material to you. This means that once I already
send them to you, and you acknowledged receipt of it, I trust you that you will
do your part in using it for your own sake. I trust you that you will do your best
in order to learn what has to be learned guided by the material. I trust you that
you will do your best in answering the activities and will not resort to copying
from your classmates’ answers or to any other form of cheating. I also trust you
that the interaction will only be between you and me, and no other party will be
involved. I trust you that you will not send the activities and the materials or any
part of it to other person or entity. I trust you that you will not upload any part of
the learning material in any social media platform.

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 Table of Contents

Learning Material 1 Overview 1

Learning Outcomes 1

Introduction 2

Activity 1 10
Activity 2 12
Activity 3 13

Activity 4 14

Activity 5 17

Activity 6 18

References 19

Learning Material 2 Overview 20

Learning Outcomes 20

Introduction 21

Activity 1 36

Activity 2 37
Activity 3 38
Activity 4 39

References 41

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Learning Material 1.

Concepts and Relevance of Assessment

Overview

This chapter on concepts and relevance of assessment will initially lay down the path
towards understanding educational assessment. The spotlight will be focused on some
educational terms such as measurement, testing, assessment and evaluation which are
interconnected and interrelated. How are these terms related and how are they different from
one another? Learning how to differentiate these terms is the first step in mastering the course.

This compilation of learning materials discusses the following topics:

A. Measurement
B. Testing
1. Types of tests
2. Functions of testing
C. Assessment
1. Types of assessment
2. Uses/Relevance of assessment
D. Evaluation
E. Relationship among Measurement, Testing, Assessment and Evaluation

Learning outcomes.

After completion of this compilation of learning material, you will be able to:
a. compare and contrast measurement, assessment, testing and evaluation.
b. explain the basic concepts and principles in educational assessment;
c. determine the roles of assessment being portrayed in a particular situation.
d. reflect on and discuss the applications and implications of assessment to
teaching and learning.

Quotefancy.com/media/wallpaper/

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Introduction

https://kurtishewson.files.wordpress.com/2012/01/evaluation.jpg

Understanding the differences between measurement, assessment, and evaluation is

fundamental to the knowledge base of professional teachers and effective teaching. Such
understanding is also, or at the very least should be a core component of the curricula
implemented in universities and colleges required in the education of future teachers.
Understanding the properties, purposes, similarities and differences between educational
measurement, assessment and evaluation is a fundamental component of the knowledge
base of professional teachers.

A. Measurement

The term measurement comes from the old French word “mesure” which means limit
or quantity. In general sense, measurement is the process of estimating the values of physical
quantities like time, temperature, weight, length etc. The estimated values by these
measurements are compared against the standard quantities that are of same type. When we
measure, we generally use some standard instrument to determine how large, tall, heavy,
voluminous, hot, cold, fast, or straight something actually is. Standard instruments refer to
physical devices such as rulers, scales, thermometers, pressure gauges, etc. We measure to
obtain information about what is. In the field of education, the term measurement takes on
quite different meaning since the quantities and qualities of interest are more abstract, unseen
and cannot be touched. They cannot be directly observed making educational measurement
process much more difficult.

Educational measurement is the science

and practice of obtaining information or
numerical description about characteristics of
students, such as their knowledge, skills,
abilities, and interests. Teachers are particularly
interested in determining how much learning a
student has acquired compared to a standard
(criterion) or in reference to other learners in a
group (norm-referenced). Measurement can be
www.eschoolnews.com/2019/08/22/5-assessment-trends-to-
objective (as in testing) or subjective (as in track-this-year/
perceptions). Measuring knowledge about a
subject matter through testing is an objective measurement, while asking a group of teachers

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to rate a student’s knowledge of the subject matter using a Likert Scale is subjective
measurement.

B. Testing

Testing is defined as a formal, systematic procedure for gathering information or to

examine someone’s knowledge of something to determine what that person knows or has
learned. Therefore, testing is a form of educational measurement which is done by
administering a test. It is also the most dominant form of assessment, a traditional one but still
provides valuable information about student learning and their progress. A test is a tool
comprised of a set of questions administered during a fixed period of time under comparable
conditions for all students; an instrument used to measure a construct and make decisions. A
test is a set of items or questions measuring a sample behavior or task from a specific domain
of knowledge or skill; designed to be presented to one or more examinees under specific
conditions, with definite boundaries and limits (UP Open University)

Classification and Uses of Standard Tests

A. According to Mode of Responde

1. Oral Test (viva voce) – answers are spoken.
2. Written test – students either select or provide a response to a prompt
3. Performance Test – requires the students to demonstrate their skills

B. As of Ease of Scoring
1. Objective
i. Repeated measurements of the same quantity or quality of interest will
produce more or less the same outcome
ii. Usually brief and have only one correct answer, hence, can be scored
easily
2. Subjective
i. Independent scorers would not arrive at the same or similar scores for
a given learner’s test
ii. scores are likely to be influenced by personal opinion or judgment

C. According to Test Constructor

1. Standardized -
i. Intended to be administered to pupils in many different classrooms,
but always under identical conditions of administration, scoring and
interpretation
ii. prepared by specialists who are versed in the principles of
assessment
2. Nonstandardized (teacher-made)
i. Constructed for use in a single classroom with a single group of pupils
ii. prepared by teachers who may not be adept at the principles of test
construction

D. According to Mode of Interpreting Results

1. Tests that yield Norm-referenced interpretations

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 i. Designed to measure the performance of a student compared with
other students
2. Tests that yield Criterion-referenced interpretations
i. Designed to measure the performance of students with respect to
some particular criterion or standard

E. According to the Nature of Answer

1. Personality Tests
i. Has no right or wrong answer, but measures one’s personality and
behavioral style
ii. used in recruitment as it aids employers how a potential employee
would respond to various work – related activities
2. Achievement Tests
i. Measures student’s learning as a result of instruction and training
experiences
3. Aptitude tests
i. Determine the student’s potential to learn and do new tasks
ii. can be used in career guidance
4. Intelligence Tests
i. Measures learner’s innate intelligence or mental ability
5. Sociometric Tests
i. Measures interpersonal relationships in a social group
ii. allows learners to express their preferences in terms of likes and
dislikes for other members of a group
6. Trade or Vocational Tests
i. Assesses an individual’s knowledge, skills and competence in a
particular occupation
ii. upon successful completion of the test, the individual is given
certification for qualification

F. According to Construction
1. Structured test – when examinee is required to respond within the framework
or design of the test and correct responses are expected
2. Unstructured test – the examine is free to respond in any way he likes, thinks,
feels or has experienced; there is no incorrect answer

G. According to the number of persons to whom the test is administered

1. Individual Test
i. given to one person at a time
ii. administered to gather extensive information about each student’s
cognitive functioning and his/her ability to process and perform
specific tasks
2. Group Test
i. administered to a class of students simultaneously
ii. developed to address the practical need of testing
iii. does not lend itself for in – depth observations of individual students

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Functions of Testing

A. Instructional Functions
i. Tests facilitate the clarification of meaningful learning objectives.
ii. Tests provide a means of feedback to the instructor and the student.
iii. Tests can motivate learning.
iv. Tests can facilitate learning.
v. Tests are a useful means of overlearning.

B. Administrative Functions
i. Tests provide a mechanism of quality control.
ii. Tests facilitate better clarification and placement decisions.
iii. Tests can increase the quality of selection decisions.
iv. Tests can be useful means of accreditation, mastery or certification.

C. Research and Evaluation

i. Tests are useful for program evaluation and research.

D. Guidance Function
i. Tests can be of value in diagnosing an individual’s special attitudes and abilities.

C. Assessment

https://kurtishewson.files.wordpress.com/
2012/01/assessment1.jpg

The word assessment is rooted in the Latin word assidere, which means “to sit beside
a judge.” Assessment is generally defined as the process of gathering quantitative or
qualitative data for the purpose of making decisions. Assessment in learning can be defined
as the systematic and purpose-oriented collection, analysis, and interpretation of evidence of
student learning in order to make informed decisions relevant to the learners. In essence, the
aim of assessment is to use evidence on student learning to further promote and manage
learning and to provide students, parents, and teachers with reliable information regarding
student progress and extent of attainment of the expected learning outcomes.

Assessment is an integral part of the educative process, as it determines whether or

not the goals of education are being met. Assessment affects decisions about grades,
placement, advancement, instructional needs, curriculum, and, in some cases, funding. It
answers the questions “how much of a given skill does a student possess before, during and
after instruction” and “how much change has occurred”. Assessment inspire us to ask these
hard questions: "Are we teaching what we think we are teaching?" "Are students learning what

5
they are supposed to be learning?" "Is there a way to teach the subject better, thereby
promoting better learning?" “Was the instruction effective?”

Types of Assessment

www.education.vic.gov.au/
school/teacher/support/pages/
advice.aspx

Assessment FOR Learning:

The preposition “for” implies that assessment is done to improve and ensure learning.
This is done while the teacher is in the process of student formation. This assessment is done
to ensure that before a teacher proceeds further or comes near the end of the chapter, the
students understood the lesson. It will be a waste of time if the teacher just proceeds with the
teaching presuming that students understood the lesson only to discover at the end of the
chapter that students after all did not understand the lesson.

In Assessment FOR Learning, teachers use assessment results to inform or adjust

their teaching. When in the process of teaching and the teacher discovers that the student did
not understand what was taught, the teacher can adjust the instructional strategy. Thus, in
assessment for learning, the teacher use student’s knowledge, understanding and skills to
inform their teaching.
Assessment for learning may take on the following assessment roles:

Formative Assessment refers to assessment activities that provide information to

both teachers and students on how they can improve their teaching-learning process.
What makes formative assessment formative is that it is immediately used to
make adjustments to help students learn the lessons better .This is a continuous
process and is used at the beginning and during instruction for teachers to assess
learner’s understanding with purpose of improving teaching or learning. The
information collected on student learning allows teachers to make adjustments to their
instructional process and strategies to facilitate learning.

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 Diagnostic Assessment aims to detect the learning problems or difficulties of the
learners so that corrective measures or interventions are done to ensure learning.
Diagnostic assessment is usually done right after seeing signs of learning problems in
the course of teaching.

Placement Assessment is usually done at the beginning of the school year to

determine what the learner already know or what are their needs that could inform
design of instruction. Grouping of learners based on the results of placement
assessment is usually done before instruction to make it relevant to address the needs
or accommodate the entry performance of the learners. The entrance examination
given in schools is an example of placement assessment.

Assessment OF Learning:

This type of assessment is usually given at the end of a unit, grading period or term. It
is meant to assess learning for grading purposes, thus the term Assessment OF Learning. It
provides information about student achievement. The effectiveness of the summative
assessment depends on the validity and reliability of the assessment activity or tool.
Assessment of learning is the assessment that becomes public and results in statements or
symbols about how well students are learning. It often contributes to pivotal decisions that will
affect students’ futures. It is used to certify what students know and can do and the level of
their proficiency or competency. Its results reveal whether or not instructions have successfully
achieved the curriculum outcomes. The results of which are communicated to the students,
parents, and other stakeholders for decision making. It is also a powerful factor that could
pave the way for educational reforms.

Assessment of learning takes on the following assessment role:

Summative Assessments are assessment activities that aim to determine learner’s
mastery of content or attainment of learning outcomes. They are summative, as they
are to supposed to provide information on the quantity or quality of what students have
learned or achieved at the end of instruction.

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Assessment AS Learning:

This is associated with self-assessment. As the term implies, assessment by itself is

already a form of learning for the students. This type of assessment guides and provides
opportunities for each student to monitor and critically reflect on his/her learning and identify
next steps. Assessment as learning develops and supports student’s metacognitive skills. This
form of assessment is crucial in helping students become lifelong learners. As students
engage in peer and self-assessment, they learn to make sense of the information, relate it to
prior knowledge and use it for new learning.

Assessment as learning focuses on students and emphasizes assessment as a

process of metacognition (knowledge of one’s own thought processes) for students. Students
reflect on their work on a regular basis, usually through self and peer assessment and decide
what their next learning will be. It helps students to take more responsibility for their own
learning and monitoring future directions.

Take for example a case when students are tasked to write a paragraph and the rubrics
on how they will be assessed was shared to them. As students assess their work and/or with
their peers with the use of scoring rubrics, they learn on their own what a good paragraph is.
At the same time, as they are engaged in self-assessment, they learn about themselves as
learners, as paragraph writers, and become aware of how they learn. Thus, in assessment as
learning, students set their targets, actively monitor and evaluate their own learning in relation
to their set target. As a consequence, they become self-directed and independent learners.
By assessing their own learning, they are learning at the same time.

D. Evaluation

Evaluation is perhaps the most

complex and least understood of the
terms. Inherent in the idea of evaluation
is "value." When we evaluate, what we
are doing is engaging in some process
that is designed to provide information
that will help us make a judgment about a
given situation. Generally, any evaluation
process requires information about the
situation in question. A situation is an
umbrella term that takes into account
such ideas as objectives, goals,
standards, procedures, and so on. When www.outputeducation.com/education-evaluation/
we evaluate, we are saying that the process will yield information regarding the worthiness,
appropriateness, goodness, validity, legality, etc., of something for which a reliable
measurement or assessment has been made.

Evaluation is ascribing value, merit, or worth to the information collected via

measurement or testing. In educational contexts, the most common form of evaluation is
grading, where a value label (such as “Pass,” “Fail,” or “A”) is used to connote information
about the merit of the student’s performance. Evaluation implies that measurements and

8
assessments of an educational characteristics had been done and that it is now desired to
pass on value judgment on the educational outcome.

Evaluation is integrated with the entire task of education and not only with
examinations, tests and measurements. Evaluation encompasses tests and measurement but
also gives beyond them. Evaluation is a comprehensive and continuous process which covers
every aspect of an individual’s achievement in the educative program. It is an integral part of
education in which students and teachers are partners, it signifies a wider process of judging
students’ progress, in various aspects. Objects of evaluation include instructional programs,
school projects, teachers, students and educational goals.

Relationship among Measurement, Testing, Assessment and Evaluation

The figure below shows the relationship between the four educational terms discussed
in this chapter: testing, measurement, assessment, and evaluation. The smallest figure is
testing since it is only concerned with gathering of information about a certain characteristic of
a student. Similarly, measurement is also concerned with obtaining information about a
particular characteristics of students, such as their knowledge, skills, abilities, and interests.
However, there are subjective measurements which cannot be done by testing. Testing and
measurement results are useful when conducting assessment. However, assessment is not
only about gathering of information about a student. It is a systematic and purpose-oriented
collection, analysis, and interpretation of evidence of student learning in order to make
informed decisions relevant to the learners. The broadest in scope among these categories is
evaluation since its results are concerned not only with students but on the educational
program in general. Assessment and measurement results are needed in conducting an
evaluation.

EVALUATION ASSESSMENT MEASUREMENT TESTING

NT

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Name: ____________________________________________ Date: ________________
Year/Block/Course: ______________________________

LM 1– Activity 1

Activity 1. Short Response.

Let us check what ideas you have acquired about the basic concepts and principles in
assessing learning.

1. What is assessment in learning?

______________________________________________________________________
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2. How similar or different is assessment from measurement, evaluation, testing, and

grading?
______________________________________________________________________
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______________________________________________________________________

3. What are the three different types of assessment?

______________________________________________________________________
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4. What are the four roles of assessment?

______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

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 5. To determine whether you have acquired the needed information about the basic
concepts and principles in assessment, draw a metaphor (i.e., any object, thing, or
action you could like assessment to) that will visually illustrate what is assessment in
learning. An example is given below.

Example: A thermometer can be drawn as a metaphor for assessment if you consider

measurement or collection of information from a person (i.e., students) as central in
the assessment process. A thermometer is a device that collects information about a
person’s temperature, which provides information on whether a person’s body
temperature is normal or not (i.e., high temperature could be a symptoms of fever).
The information is then used by medical personnel to make decisions relative to the
collected information. This is similar to the process of assessment.

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Name: ____________________________________________ Date: ________________
Year/Block/ Course : ______________________________

LM 1 – Activity 2

Activity 2. Identification

Identify the role of assessment (Placement, Diagnostic, Formative, Summative)

illustrated by the following:

______________1. Entrance examination

______________ 2. Daily quiz
______________ 3. Unit test
______________ 4. Periodical Test
______________ 5. Midterm Examination
______________ 6. National Achievement Test
_____________ 7. National Career Assessment Examination
______________ 8. Licensure Examination for Teachers
______________ 9. IQ Test
______________ 10. Pre-Test
______________ 11. Assignments
______________ 12. Oral Recitation
______________ 13. Performance Tests
______________ 14. Projects
______________ 15. Post test

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Name: ____________________________________________ Date: ________________
Year/Block/ Course : ______________________________

LM 1 – Activity 3

Activity 3. MODIFIED TRUE OR FALSE.

For each item below, two statements are presented. Analyze carefully the given
statements and decide whether each is true or false. Before each item number, write:
A. If only statement “A” is correct. C. If both statements “A” and “B” are
correct.
B. If only statement “B” is correct. D. If neither statement “A” nor “B” is
correct.

Two points will be given for a correct answer in each item.

1. A. Assessment can take place even without using tests.
B. Any of students’ work should be credited for their grades.

2. A. Assessment informs instruction as well as instruction informs assessment.

B. Measurement does not include qualitative data about student’s performance.

3. A. Entrance examination best serves its purpose as guidance function of test.

B. If a test is used to certify knowledge and skills, then it serves its instruction function.

4. A. Standardized tests give more accurate result than non-standardized test.

B. An assessment can be classified as maximum performance if it determines what
learners “can do” rather than what they “will do”.

5. A. When a teacher is using a student’s information that he has acquired to decide

whether that student is to be promoted or be retained, he is doing an assessment.
B. Teacher Ron, after interpreting the test results, informed his Grade 9 students that
all of them successfully passed the first quarter Exam. Teacher Ron’s basis in doing
this is the result of measurement.

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Name: ____________________________________________ Date: ________________
Year/Block/ Course : ______________________________

LM 1 – Activity 4
Activity 4. Multiple Choice
For each item, circle the option that corresponds to what you think is the best answer.

1. Which of the following is TRUE about measurement and evaluation?

a. Measurement and evaluation are part of the assessment process.
b. Measurement and evaluation involve collection of information.
c. Measurement and evaluation require the use of tests.
d. Measurement and evaluation are similar processes.
2. Which of the following assessment tasks is the LEAST AUTHENTIC?
a. essay test c. multiple-choice test
b. field demonstration d. research project
3. Assessment is not about what the teacher does but what the learner can do. This
statement is most reflective of which principle of assessment?
a. Assessment should be as authentic as much as possible.
b. Assessment should have a clear purpose.
c. Assessment is not an end in itself.
d. Assessment is learner-centered.
4. Which of the following statements about assessment is NOT TRUE?
a. Assessment is systematic and purpose-oriented.
b. The word assessment is rooted in the Latin word assidere.
c. A test is a form of assessment, but not all assessments use test or testing.
d. Assessment is the process of assigning a numerical score to the performance of the
student.

5. This is the process wherein valid and useful decisions in education are made.
a. Testing b. Measurement c. Assessment d. Evaluation

6. Susana is lagging behind in her Math class. The teacher noticed this and decided that
Susana needs special instruction. What type of decision is this?
a. Diagnostic b. Formative c. Placement d. Summative

7. At the end of instruction, Mr. De Jesus gave his students a long test to determine their
level of achievement and mastery of the topics in the first quarter. Which of these
concepts describes this particular role of assessment?
a. Diagnostic b. Formative c. Placement d. Summative

8. While in the process of teaching, Teacher Kai checks if his students understand what he
is teaching. What is Teacher Kai practicing?
a. Assessment AS learning c. Assessment OF learning
b. Assessment FOR learning d. Evaluation

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9. Mr. Castro uses evidences of student learning to make judgments on student
achievement against goals and standards. He does this at the end of a unit or period.
Which purpose does assessment serve?
a. Assessment AS learning c. Assessment OF learning
b. Assessment FOR learning d. Assessment tool

10. Which goes with the spirit of “assessment OF learning”?

a. Emphasis on self-assessment
b. Emphasis on grades and honors
c. Emphasis on monitoring of student performance
d. Emphasis on judging the value of student performance

11. The following statements refer to assessment EXCEPT:

a. Help educators determine the success factors of academic program
b. Provide information about the attainment of learning outcomes
c. Process of gathering evidences over a period of time
d. Method of judging the worth of a particular endeavour

12. Which of the following is a criterion-referenced statement?

a. Nina got the highest score among her classmates.
b. Enna outcasted 40 contestants in athletics event.
c. Joe ranked 3rd during the 2016 Palarong Bicol.
d. Anthony misspelled three words out of 25.

13. What will Teacher Albert do if he wants to conduct a norm-referenced evaluation?

i. Find out how well the course competencies were met
ii. Compare his students’ performance with other students in the country
iii. Compare the individual student’s scores with other student’s scores
iv. Describe the class performance against a set level mastery

a. I only b. I and II c. II and III d. III and IV

14. Which is an instructional function of a test?

a. Enabling students to understand their abilities and take advantage of it
b. Determine the effectiveness of a new pedagogical technique
c. Serves as a mechanism for quality control of a curriculum
d. Identifying pupils who need corrective teaching

15. When should a teacher consider the result of summative test as summative assessment?
a. When 80% of the class passed the test.
b. When the passing level of the students reached 75%.
c. When most of the class agree that the results will be recorded.
d. Whatever the result is, a summative test is always a form of summative assessment.

16. After conducting a pre-test, Teacher Fred noticed that his students have a significant level
of mastery in particular topic to discuss. What should be his next step?
a. Start discussing the planned lesson c. Conduct peer teaching
b. Advance to the next topic d. Give another pre-test

15
17. Teacher Nikki sees to it that she checks for understanding as she teaches to ensure that
every students can follow the lesson. With what form of assessment is she occupied with?
a. Assessment as learning c. Assessment for learning
b. Assessment of learning d. Assessment for and as learning

18. Mr Tesorero keeps on observing his students while giving his lecture. As he asks
questions, students find it hard to answer. Which of the following roles of assessment
should he conduct next?
a. Diagnostic b. Formative c. Placement d. Summative

19. After giving the summative test, Ms Evangelista advised her class to make a short
reflection on the items that they’ve missed. This is an example of
______________________.
a. Assessment as learning c. Assessment for learning
b. Assessment of learning d. Assessment for and as learning

20. National Achievement Test is used to assess the students’ level of mastery in terms of
standards. This is also a basis for decisions on what help should the department extend
to a particular school. This can be classified as ___________________ assessment.
a. Diagnostic b. Formative c. Placement d. Summative

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Name: ____________________________________________ Date: ________________
Year/Block/Course : ______________________________

LM 1 – Activity 5

Activity 5. Performance Task

You are a newly-hired high school teacher in a public school in Catanduanes. The
Principal of the school, as he was amazed by your ability to explain matters comprehensively,
clearly and creatively, challenged you to do a special task in the first Parent-Teacher
Conference for this school year. He asked you to make the parents and your co-teachers
understand (1) the differences between Measurement, Assessment and Evaluation; (2) how
each one is significant in the educational process. The Principal assured you that he will give
you a maximum of 20 points in the Performance Evaluation if you can make him satisfied with
your explanation (10 points for each of the 2 parts of the task).

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Name: ____________________________________________ Date: ________________
Year/Block/Course : ______________________________

LM 1 – Activity 6

Activity 6. Self-Assessment
Evaluate the extent of your knowledge and understanding about assessment of
learning.
Indicators Great Moderate Not at
Extent Extent All
1. I can define assessment.
2. I can explain the meaning of assessment in
learning.
3. I can compare and contrast assessment with
measurement and evaluation.
4. I can compare and contrast assessment with testing
and measurement.
5. I can enumerate the different types of assessment.

Based on your self-assessment, what do you think can help you enhance your
knowledge and understanding of the basic concepts and principles in assessment in
learning?

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References:
Agger, Charlotte & Cizek, Gregory. (2015). Measurement in Education in the United States.
Oxford Bibliographies Online.
https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-
9780199756810-0060.xml

Balagtas, M. U., David, A. P., Golla, E. F., Magno, C. P., Valladolid, V. C. (2020)
Assessment of Learning 1. Rex Book Store. Manila, Philippines.
De Guzman, E. S., Adamos, J. L. (2015). Assessment of Learning 1. Adriana Publishing Co.,
Inc. QC.
Kizlik, Bob (2014). Measurement, Assessment, and Evaluation in Education. Adprima.
https://www.adprima.com/measurement.htm
https://www.edutopia.org/assessment-guide-importance
http://studylecturenotes.com/relationship-between-measurement-and-evaluation/
https://online.stu.edu/articles/education/educational-measurement-assessment-
evaluation.aspx
Navarro, R. L., Santos, R. G., Corpuz, B. B. (2019). Assessment of Learning (4e). Lorimar
Publishing, Inc., Quezon City, Philippines.
Santos, Rosita D. (2007). Assessment of Learning1. Lorimar Publishing, Inc., Quezon City,
Philippines.
Types of Classroom Assessment. (2008). Alberta Assessment Consortium.
http://www.learnalberta.ca/content/mewa/html/assessment/types.html.

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