Educ 75 REVIEWER

Assessment and Grading

Basics Concepts and Principles in Assessing Learning  Grading is defined as the process of assigning value to the performance or
What is ASSESSMENT achievement of a learner based on specified criteria or standards
 It roots from the Latin word “assidere” which means “to sit beside another”
 It is defined as the process of gathering data, quantitative, or qualitative, for  Other than tests, performance tasks such as recitations, seatwork,
the purpose of making decisions homework, and projects can also serve as bases for grading learners.
What is ASSESSMENT IN LEARNING?  The final grade of a learner is determined by the summative of assessment
 It is defined as the systematic and purpose-oriented collection, analysis, and information from several tasks or requirements
interpretation of evidence of student learning in order to make informed  Grading is a form of evaluation which provides information whether a learner
decisions informed decisions relevant to the learning passed or tailed on a task, or the subject in general
 It aims to use evidences of student learning to further promote and manage
learning Classical Test Theory (CTT)
Assessment and Testing  Also known as the true source theory
The most common form of assessment is testing  Explains that variations in the performance of examinees on a given measure
Tests can be categorized as either selected response or constructed response is due to the variation in their abilities
Examples of selected response tests  It assumes that all measures are imperfect and that the scores obtained
 Matching could differ from the true score (i.e., true ability) of the examinee
 Multiple choice
 Alternate response Item response Theory (IRT)
Examples of constructed response tests Analyzes test items by estimating the probability that an examinee answers an
 Essay item correctly or incorrectly.
 Short Answer (e.g., Identification) Assumes that the characteristics of an item can be estimated independently of
 Completion Type the characteristics of the ability of the examinee and vice versa

Tests can make use of objective format or subjective format Types of Assessment in Learning
 Multiple choice  Formative Assessment
 Enumeration Refers to the assessment activities that provide information to both teachers and
 Examples of tests in subjective format learners on how they can improve the teaching-learning process.
 Essay
 Free response  Summative Assessment
The objective format provides for a more bias-free scoring while the subjective Refers to the assessment activities that aim to determine the learner’s mastery of
allows for a less objective means of scoring the content or attainment of learning outcomes
 Diagnostic Assessment
Aims to detect the learning problems or difficulties of the learners so that
corrective measures or interventions can be done to ensure learning
 Placement Assessment
Usually done at the beginning of the school year to determine what learners
already know or what are their needs that could inform design of instruction.
(Ex. College Entrance Exam)
 Testing like quiz
 Written test must be done to measure knowledge
 Sinusukat kung gaano kadami ang natutuhan in terms of content
 Summative
 ASSESSMENT FOR LEARNING
This refers to the use of assessment to identify the needs of learners in order to
modify instruction or learning activities in the classroom.

 Traditional Assessment  Assessment para sa pagkatuto

Refers to use of conventional strategies of tools to provide information about the  Diagnostic tests, ano yung mga topics na kailangang pagtuunan o tutukan
learning of students  Inaalam para makapagplano ng estratehiya
 Formative
 Authentic Assessment  Diagnostic
Refers to the use of assessment strategies or tools that allow learners to perform
or create a product that is meaning to the learners based on real-world contexts  ASSESSMENT AS LEARNING
This refers to the use of assessment to help learners become self-regulated. It is
Principles of Assessment in Learning formative in nature
Assessment should have a clear purpose
Assessment is not an end in itself  Mismong assessment ang ginagamit na tool para matuto
Assessment is an ongoing, continuous, and a formative process  Example fill in the boxes
Assessment is learner-centered  Mismong bata ang kailangang kumilos para matuto
Assessment in both process- and product-oriented
Assessment must be comprehensive and holistic Assestment as learning source
Students need to take charge para matuto pero huwag hahayaan na masapawan
 The Purpose of Classroom Assessment ang role as teacher
Assessment plays a vital role in the teaching-learning process
In classroom, educators are expected to know the instructional goals and learning ROLE of Classroom Assessment
outcomes Formative- to modify instruction
Quizzes
 ASSESSMENT OF LEARNING
This refers to the use of assessment to determine learners’ acquired knowledge Diagnostic- to identify learning needs
and skills from instruction and whether they were able to achieve curriculum Saan hirap ang students
outcomes
Meron kang gusting mangyari or objective Evaluative- to measure performance
Susukatin kung gaano kadami ang natutuhan ng bata Performance, evaluation, judgement
Facilitative- to make learning possible KCAASE
Allow students to learn K- KNOWLEDGE- recall information, listing,
C- COMPREHENSION- discuss, summarize,
Motivational- to engage learners A-APPLICATION- recalling information at the same time using and applying
knowledge, design, experiment,
Formative- quizzes per learning period LOTS- lower order thinking skills
Summative
Diagnostic A-ANALYSIS- breaking down the information into smaller chunks
Placement Patterns
Traditional assessment sinaunang pamamaraan sa pag-aasess ng bata S-SYNTHESIS- putting together information
Authentic- assessing original, what is hapenning, performance-based assessment Previous learned concepts, conclusion, modify,
E-EVALUATION- making judgements or decision
HOTS higher order thinking skills
 Educational Goals, Standards, Objectives Lorraine Anderson
Revised bloom taxonomy
Goals- General statements about the desired learning outcomes in a given year
or duration of a program.
DIFFERENT CLASSIFICATIONS OF ASSESSMENT
Standards- specific statements about what a learner should know and be According to PURPOSE
capable of doing at a particular level, subject, or course. Educational- used in the school setting for the purpose of tracking growth of
learners and grading their performance; monitoring student performance and for
Rubriks reading
Content standard, pamantayang nilalaman Ex: quarterly exams, quiz, periodic test, homework
Performance standard- able to do, kasanayan na kayang gawin
Psychological- are measures that determine the learners cognitive and non-
Developmetal standard, developmental stages. Depende sa lebel kung ano ang
cognitive characteristics
kayang gawin Ex: IQ test, survey, personality test, career test (employability exam)

Objectives- Specific statements of learner performance at the end of an According to FORM

instructional unit Paper-and-Pencil- are cognitive tasks that require a single correct answer
 There are finite answers                        / Key to correction
Blloms taxonomy Performance- based- are tasks that require learners to perform a task such as
Benjamin bloom (1987) demonstrations, arrive at a product, show strategies, and present information
 Students need to perform                        / Rubrics
Cognitive- knowledge
Psychomotor-skills(mind and body) skills and movement
Affective -behaviors – emotions
 2 Types of Rubrics Criterion-referenced- has a given set of standards and the scores are compared
1. Holistic rubrics- single criteria rubrics (one-dimensional) used to to a given criterion
assess participants' overall achievement on an activity or item Planning and Constructing Written Tests
based on predefined achievement levels Planning the Test
2. Analytical rubrics- two-dimensional rubrics with levels of  When preparing an assessment activity, educators should revisit
achievement as columns and assessment criteria as rows. Allows their instructional objectives for their test objectives.
you to assess participants' achievements based on multiple  In constructive alignment, assessment must be aligned to the
criteria using a single rubric. intended learning outcomes which are determine by the specific
learning objectives in your lesson plan.
 According to FUNCTION  Take note that the classroom assessment is intended to check if
Teacher-made- usually intended for classroom assessment to measure behavior the learning objectives were met successfully (i.e. evaluation)
(such as learning) in line with the objectives of the course The Test Blueprint
 Analyzing the item, how difficult the question The table of specifications (TOS) is a tool used by teachers to design a test.
Standardized- have fixed directions for administering and scoring It is a table that maps out
 Pilot testing for several years  the test objectives, contents, or topics covered by the test;
 the levels of the cognitive behavior to be measured;
 According to the KIND OF LEARNING  the distribution of items, number, placement, and weights of test
Achievement- measures what students have learned after instruction or after items; and
going through a specific curricular program  the test format
 How knowledgeable and how much the students have learned; TOS Formats
measuring cognitive ONE WAY TOS TWO WAY TOS THREE WAY TOS
Ex. summative test, post test, national achievement test Content/topic Content/topic Content/topic
Aptitude- measures the characteristics that influence influence a person's Test objectives Test objectives Test objectives
behavior that aid goal attainment in a particular situation Number of hours spent Number of hours spent Number of hours spent
 How skilled are the students Test format Test format Test format
Number Number Number
 According to ABILITY Placement of items Placement of items Placement of items
Speed- consists of easy items that need to be completed within a time limit Level of cognitive Level of cognitive
 It measures the performance of the students with time limit behavior behavior targeted
 Scores attained by the students vs time he took the test Variability of thinking
 How well can students answer the question skills
Power- consists of items with increasing level of difficulty, but time is sufficient to
complete the whole test Steps in Developing a TOS
 How powerful can they successfully meet the objectives Step 1. Determine the objectives of the test.
Step 2. Determine the coverage of the test.
 According to INTERPRETATION OF LEARNING Step 3. Calculate the weight for each topic.
Norm-referenced- interprets the results using the distribution of scores of a Step 4. Determine the number of items for the whole test.
sample group Step 5. Determine the number of items per topic.