MARIAN COLLEGE OF BALIUAG

908 Gil Carlos St., San Jose, Baliwag, Bulacan

TEACHER EDUCATION PROGRAM

Continuing Professional Teacher Education

Name: Aeron Chester A. Dino

Email: dinoaeron@gmail.com

ASSESSMENT OF STUDENT LEARNING

The course focuses on the development and utilization of assessment tools to

improve the teaching learning process. It emphasizes the use of testing for measuring
knowledge, comprehension and other thinking skills. It allows the students to go trough
the standard steps in test construction for quality assessment.

MODULE 1 ASSESSMENT

Focused Topics

Basic Concepts in Assessment

Principles of High Quality Assessment

1. Define, compare and contrast the following from one another:

a. Test
b. Measurement
c. Evaluation
d. Assessment

Definition

Test - A test is a specialized tool or activity that is used to evaluate a person's knowledge
or proficiency in a certain subject or field. It's comparable to a test or quiz you could take
in school to gauge your level of knowledge.

Measurement - is the practice of giving something a number or value in order to

comprehend its quantity or quality. It is used in education to quantify things like student
performance or the efficacy of a teaching strategy.

Evaluation - making judgements or assessments about something's value, quality, or

performance is considered evaluation. In terms of education, it's comparable to assigning
a grade to a student's assignment or assessing a program's effectiveness.
Assessment - Testing, measurement, and evaluation are all included in the concept of
assessment, which is more general. It is a thorough procedure that involves knowing as
much as possible about a person's growth in order to make educated decisions about
their development and educational requirements.

Comparison and Contrast

Term Purpose Focus Example

Test Measure knowledge or Specific Exams, quizzes,
skills in a subject assessment in a assessments in
subject schools
Measurement Assign numerical values Broad application in Measuring
to understand various fields height, weight,
quantity/quality temperature
Evaluation Make judgments about Overall Grading student
worth/quality/performance quality/effectiveness work, assessing
assessment curriculum
Assessment Gather information about Comprehensive Tests, projects,
learning approach observations,
feedback

2. Define and cite the interrelationships of the following:

a. Assessment of learning
b. Assessment in learning
c. Assessment for learning

Type of Assessment Definition Interrelationship

Assessment of Learning
Assessment in Learning
Assessment for Learning
Assessment conducted at
the end of a learning period
to measure what students
have learned. Often results
in a final grade or score.
Ongoing assessment
conducted during the
learning process to provide
feedback and guide
instruction.
Assessment conducted at
the beginning or before
instruction to understand
students' starting points
and learning needs.
Represents the endpoint of
the assessment process,
used for accountability and
grading.
Occurs throughout the
learning journey, informs
instruction in real-time, and
complements assessment
for learning.
Provides the foundation for
effective teaching and
informs both assessment in
learning and assessment of
learning.
 3. Discuss the function and importance of the following assessments in a typical
teaching-learning situation:
a. Assignments
b. Daily quiz
c. Pretest
d. Post test
e. Unit test
f. Periodical test
g. Projects
h. Self-evaluation reports
i. Oral recitations
j. Performance test

Type of Function Importance

Assessment
Assignments For application and reinforcement of Assess understanding of the
learning. Promote critical thinking material and its application.
and independent work.
Daily Quiz Facilitate continuous assessment Offer real-time feedback to adjust
and engagement. Gauge daily grasp teaching strategies and keep
of lessons and encourage students on track.
participation.
Pretest Assess prior knowledge before May be used to design
instruction begins. appropriate and differentiated
instruction based on existing
knowledge.
Post Test Evaluate learning after a teaching Determine effectiveness of
period. Measure overall learning instruction and achievement of
outcomes. learning objectives.
Unit Test Assess knowledge and skills Measure mastery of specific
acquired during a particular unit or content areas and guide further
module. instruction.
Periodical Test Cover material from an extended Provide insights into long-term
period (e.g., quarter or semester). retention and overall progress.
Assess cumulative learning.
Projects Encourage in-depth exploration and Assess critical thinking, problem-
application of concepts. Foster solving, and real-world
creativity, research skills, and application of knowledge.
teamwork.
Self-Evaluation Allow students to reflect on their Promote self-awareness,
Reports learning, set goals, and assess their responsibility, and self-directed
progress. learning skills.
Oral Require articulation of Assess communication,
Recitations understanding verbally. Encourage comprehension, and expression
of ideas.
 communication and presentation
skills.
Performance Evaluate practical skills and abilities, Measure application and
Test often involving demonstrations or competency in real-world
hands-on tasks. situations, enhancing practical
skills.

4. Why is there a need to evaluate and assess student-learning/ behavior?

Effective education is built on the foundation of measuring student learning and

behavior. It serves as a compass, pointing both educators and students in the right
direction This process guides instruction by helping teachers understand where students
stand in terms of comprehension and skills. Assessments help teachers adapt their
teaching strategies to match individual needs, resulting in a more successful learning
experience.
In addition to being a strong motivator, assessments give pupils insightful feedback.
Students are inspired to create and attain their academic goals by this feedback, which
gives them a sense of accomplishment. It also ensures accountability, guaranteeing that
educational institutions deliver quality education. Assessments act as a yardstick for
measuring the success of learning objectives, guiding choices from the classroom to the
institution.
In the end, assessment fosters a culture of lifelong learning and the ability to
continuously improve oneself. It serves as the fulcrum that keeps education on track and
aids students in effectively completing their educational journeys.

5. What are the advantages and disadvantages of assessing students?

Assessment of students has advantages and disadvantages. On the positive side, the
assessment offers teachers insightful information about students' learning development
that they can use to optimize learning for each student. It encourages a sense of
accomplishment and direction in children by providing feedback on their performance.
Assessment also guarantees that schools are held accountable for delivering excellent
instruction and accomplishing learning objectives. Based on data-driven insights, it
influences decisions ranging from curriculum improvements to resource allocation.
Assessment also promotes a culture of lifelong learning and ongoing self-improvement.
There are negative aspects, though. When assessments are overemphasized, it can
cause worry and anxiety in students and divert their attention from in-depth learning to
exam preparation. It might not always reflect the full range of student skills or personal
development. Bias in judgments might occur from incorrect interpretation of assessment
data. Excessive assessment can make educators work harder than necessary on
administrative and grading tasks. A comprehensive and successful educational
experience depends on striking a balance between the advantages and potential
drawbacks of assessment.
6. Explain comprehensively and give an example:

GENERAL PRINCIPLES OF ASSESSMENT

a. Clearly specifying what is to be assessed has priority in the assessment

process.

- This idea underlines how crucial it is to establish clear learning objectives

and results prior to designing assessments. It is difficult to determine if
students have attained the expected learning outcomes in the absence of
clearly stated goals.

Example: In a high school biology class, the teacher specifies that students will
be assessed on their ability to identify and explain the stages of mitosis. The
assessment criteria include clear descriptions of what should be covered in
their responses.

b. An assessment procedure should be selected because of its relevance to the

characteristics or performance to be measured.

- Assessment methods should align with the learning objectives and the
specific skills or knowledge being assessed. Teachers should choose
assessment tools that are appropriate for the content and objectives of the
lesson.

Example: If a student's cardiovascular fitness is being evaluated as part of a

learning objective in a physical education class, timing a mile run would be
relevant and acceptable for evaluating this component of fitness.

c. Comprehensive assessment requires a variety of procedures.

- This idea emphasizes the importance of using a variety of assessment

methods to provide a more complete picture of students' abilities and
development. Different assessment types offer various insights into
students' learning.

Example: In Araling Panlipunan class, a comprehensive assessment strategy

may include a combination of quizzes, essays, oral presentations, and group
discussions to assess students' knowledge, critical thinking, and
communication skills.

d. Proper use of assessment procedures requires the awareness of their

limitations.
 - Every method of assessment has its drawbacks and potential biases.
Teachers should be aware of these restrictions and utilize assessments
carefully while taking the assessment's context and purpose into account.

Example: Although multiple-choice tests are effective for evaluating factual

information, they might not be a reliable indicator of higher-order thinking skills
like analysis or creativity. When creating assessments, teachers should keep
this limitation in mind.

e. Assessment is a means to an end, not an end in itself.

- Assessment should serve the purpose of informing instruction and

improving student learning. It is not simply about grading or evaluating
students but should be used to guide future teaching and learning
strategies.

Example: A General Mathematics teacher finds that many of his students are
having trouble understanding a particular mathematical concept after
completing a formative assessment. The teacher decides to revisit the concept
using alternative teaching strategies to make sure every student understands
it, rather than moving on to the next topic.

CHARACTERISTICS OF ASSESSMENT
a. Assessment is not a single event but a continuous cycle.

- Instead of being a single event, assessment should be an ongoing

procedure that happens throughout the learning process. Summative and
formative assessments are used to evaluate progress and provide
feedback.

Example: In a science class, the teacher uses formative assessments like

quizzes and discussions to monitor the students' understanding on the topic of
photosynthesis. Adjustments to teaching and learning methods are made using
the results of this continual assessment.

b. Assessment must be an open process.

- Transparency in assessment is essential. Students should understand the

assessment criteria, objectives, and how their performance will be
evaluated. An open process promotes fairness and motivates students.

Example: In Practical Research class, before assigning a research project, a

teacher shares a rubric outlining the criteria for evaluation, such as research
quality, organization, and presentation. This transparency helps students know
what is expected and improves their preparations.
c. Assessment must promote valid inferences.

- Assessment should provide accurate and reliable information about what

students know and can do. Validity ensures that assessments measure
what they intend to measure.

Example: In an English subject assessment, if the goal is to measure speaking

proficiency, the assessment should focus on speaking tasks, not solely on
written or listening tasks, to ensure valid inferences about speaking skills.

d. Assessment that matters should always employ multiple measures of

performance.

- The whole spectrum of a student's abilities might not be captured by a single

assessment. Multiple assessment techniques give a student's strengths
and weaknesses a more complete picture.

Example: In MAPEH class, a student's performance is assessed through a

combination of art projects, peer critiques, and a written reflection. This multi-
measure approach captures both creative skills and the ability to articulate
artistic intentions.

e. Assessment should measure what is worth learning, not just what is easy to
measure.

- Even if the learning objectives are difficult to assess, assessments should

be in line with them. Do not evaluate only knowledge that can be easily
quantified or that is obvious.

Example: The use of essay questions in a history lesson as opposed to

straightforward multiple-choice assessments may be necessary to evaluate
students' critical thinking and historical analysis abilities.

f. Assessment should support every student’s opportunity to learn.

- Assessment should be designed to facilitate learning and provide

opportunities for growth. It should not create unfair barriers for certain
groups of students.

Example: In a physical education class, assessments should consider students'

diverse abilities and provide options for demonstrating competency, such as
allowing students to choose from a range of physical activities for assessment.

PRINCIPLES OF HIGH QUALITY ASSESSMENT

a. Clarity and appropriate learning targets
 - Learning targets or objectives that are precise and well-defined are the
foundation of high-quality assessments. These objectives must be specific,
measurable, and realistic. To accurately gauge students' development,
assessments should be closely correlated with these objectives.

Example: If a learning objective in a science class is for students to

"demonstrate an understanding of the water cycle," assessments that are in
line with this objective might involve labeling a diagram of the water cycle or
outlining the various steps.

b. Appropriateness of assessment methods

- Choose assessment methods that are suitable for the content being
assessed and the learning objectives. The assessment methods should
match the skills or knowledge being evaluated.

Example: In an art class, assessing a student's ability to paint would be more

appropriate than using a written test. Conversely, in a literature class, a written
analysis might be a better assessment method.

c. Validity

- Validity, as previously said, is essential. Assessments must measure the

things they are supposed to measure precisely. Validity guarantees that
conclusions drawn from assessments are accurate and appropriate.

Example: In Araling Panlipunan, the teacher creates an assessment on World

War II, making sure that the questions are valid by focusing on the specific
historical concepts and events associated with the conflict rather than on
irrelevant topics.

d. Reliability

- Reliability ensures that assessments yield consistent results when

administered repeatedly. Reliable assessments minimize measurement
error and allow for dependable evaluations of student performance.

Example: If a mathematics quiz is designed to assess students' multiplication

skills, it should yield similar results when given to the same group of students
on different occasions.

e. Positive consequences

- Both students and educators should benefit from high-quality assessments.

The findings of assessments should inform instruction, direct student
learning, and encourage development.
 Example: The teacher makes adjustments to their teaching strategies to better
support struggling students after analyzing the results of a formative
assessment. As a result, student performance improves.

f. Practicability and efficiency

- Assessments should be practical to administer and efficient in terms of time

and resources. Teachers must consider the feasibility of implementing
assessments.

Example: A teacher designs an end-of-year project that aligns with learning

objectives but ensures that it can be completed within the available class time
and resources.

g. Variety

- Utilizing a variety of assessment techniques to gauge various aspects of

student learning is referred to as variety in assessment. This notion
acknowledges that students have a variety of learning preferences, skills,
and aptitudes, and that a single assessment strategy might not adequately
represent their full capabilities.

Example: In a physical education class, a teacher assesses students using a

combination of written quizzes, practical skills assessments, and peer
evaluations to account for various aspects of physical fitness and knowledge.

h. Balance

- Formative and summative assessments are both a part of a balanced

assessment strategy. Summative assessments evaluate overall
performance, while formative assessments offer ongoing feedback.

Example: A Mathematics teacher assesses student understanding using daily

quizzes (formative) and utilizes a final test (summative) to determine whether
the students have mastered the topic.

i. Participation

- Students should actively participate in the assessment process. This

involvement can include self-assessment, peer assessment, and student
reflections.

Example: In a group project, students not only complete the project but also
assess their group members' contributions and reflect on their own learning
and collaboration skills.
 j. Fairness

- Fair and unbiased assessments should be the hallmark of high-quality work.

Based on elements like gender, color, or socioeconomic background, they
shouldn't disadvantage any one group of students.

Example: To ensure fairness for all students, a teacher chooses reading

passages that are culturally varied and devoid of stereotypes while designing
a reading exam.

k. Continuity

- Assessments should be consistent and coherent throughout a learning area

building on previous learning and helping students make connections
between concepts.

Example: In an English class, vocabulary quizzes are structured to include

previously learned words along with new ones, reinforcing continuity in
vocabulary acquisition.

l. Authenticity

- Assessments should reflect real-world contexts and tasks whenever

possible. They should measure skills and knowledge that are relevant and
applicable even outside the classroom.

Example: For ABM strand, students might be assessed through a simulated

business project where they must create a marketing plan for a real local
business, adding authenticity to the assessment.

7. Justify the veracity or falsity of the following myths in educational assessment.

a. Learning competencies articulate all the most important values and standards
of education.

- Although learning capabilities are vital, they do not encompass all the
fundamental principles and requirements of education. Learning objectives
and competencies frequently places a strong emphasis on specific,
measurable outcomes related to knowledge and abilities. Although learning
competencies may not always be explicitly stated, education involves a
broader range of objectives, such as character development, social skills,
ethical behavior, and citizenship.

b. Objective type assessment procedures are more accurate, valid and fair
measures of student learning.
 - The advantages of objective assessments, such as multiple-choice or true-
false questions, are objectivity and ease of scoring. When properly
designed, they can be dependable and legitimate. However, they could not
always fully represent a student's abilities, particularly more sophisticated
ones like creativity, problem-solving, and critical thinking. To provide a
complete picture of student learning, they might need to be supplemented
with other evaluation methods, even though they are sometimes valid.

c. Open-ended assessment procedures are not valid because the evaluation is

subjective.

- Essays and other open-ended assignments are not necessarily flawed

because of subjectivity. When evaluated using precise and well-defined
criteria, they can offer insightful information about students' critical thinking
and communication abilities. Establishing scoring guidelines or rubrics that
make the evaluation as objective as possible is essential to guarantee
validity. Open-ended tests have a high potential for validity and reliability
when they are correctly designed and scored.

d. ‘Who’, ‘what’, ‘where’ and ‘when’ questions are low level thinking assessment
items, whereas ‘how’ and ‘why’ questions are high level thinking assessment
items.

- While 'how' and 'why' questions often require higher-level thinking, it is

overly simplistic to categorize 'who,' 'what,' 'where,' and 'when' questions as
exclusively low-level. The cognitive level of a question depends on context,
content, and the depth of understanding required. 'Who' or 'what' questions
can be designed to assess higher order thinking if they require analysis,
interpretation, or application of knowledge. It's essential to consider the
intended learning outcomes when categorizing question types.

e. All assessment items always have one correct answer.

- This myth is untrue since certain test questions are meant to elicit a variety
of answers or solutions. There may occasionally be more than one correct
answer, particularly in open-ended questions, problem-solving exercises, or
real-world situations. The key is to establish precise scoring standards and
rubrics that permit the evaluation of a range of reliable responses.

f. Valid assessment procedures have to be difficult for students.

- When an assessment is said to be valid, it means that it can measure what

it is supposed to measure. An assessment's level of difficulty should match
the learning objectives and the students' present level of competence or
knowledge. Valid assessments can be easy or challenging, depending on
 the context. The key is that they accurately gauge student performance
against the intended objectives.

g. Testing and other educational assessment procedures are never fun and
enjoyable for students.

- Assessment procedures can be designed to be engaging and enjoyable for

students. While some assessments may be traditional tests, others can
incorporate interactive activities, games, projects, and group tasks that
make the assessment process more enjoyable. Engaging assessments can
also enhance motivation and learning outcomes.

h. Correct answers in assessment procedures indicate learning, understanding

and mastery of learning goals.

- While having the right answers can show that you have learned and
understood something, they might not show you how well you have
mastered it. Without true comprehension, right answers can be obtained
through memorization or fortunate guessing. Valid assessment practices
take into account not just the accuracy of the responses but also the breadth
of understanding, the use of information, and the capacity to explain ideas.

i. The process of arriving at the correct answer is not important, as long as the
student gets the correct answer.

- In many cases, the method used to arrive at the right answer is just as
crucial as the result itself. It is easier for teachers to evaluate students'
problem-solving abilities, critical thinking, and knowledge application when
they can see how they arrived at an answer. If you only pay attention to the
outcome, you can miss out on significant indications about how students
were thinking.

j. Wrong or incorrect answers only tell us what the students have not learned.

- Incorrect answers do indicate gaps in knowledge or misunderstanding.

However, they can also reveal specific misconceptions or areas where
students need additional support. Analyzing incorrect responses provides
valuable information for adjusting instruction and helping students
overcome challenges.

k. Consistently low scores in assessment procedures indicate low intelligence or

intellectual abilities.

- Low test scores do not always translate to low ability or intelligence.

Performance on assessments can be influenced by a variety of factors,
including past knowledge, effort, test anxiety, and other external factors.
 Low scores may indicate certain learning difficulties or knowledge gaps, but
they may not give a complete picture of a student's intelligence or abilities.

l. It is good to give points for effort and neatness so students will not feel bad
about their grades.

- Even though it's crucial to reward effort and organization, test results should
primarily demonstrate how well students accomplished the learning
objectives. In some situations, such as formative exams, effort and
neatness can be beneficial, but they shouldn't serve as the main grading
criteria. Grading should place a strong emphasis on knowledge and skill
display.

m. It is good to reward the top scorers of any assessment procedure.

- Students might be encouraged to achieve well by acknowledging and

applauding top performers. However, it's crucial to make sure that awards
do not foster a hostile or demoralizing atmosphere. All students, not only
the highest performers, should receive feedback from assessment
outcomes in order to encourage their growth.

n. It is bad practice to show test or assessment items in advance.

- By giving students a chance to remember answers rather than demonstrate

their understanding, revealing test or assessment items in advance might
undermine the validity of the assessment. However, in some
circumstances, offering practice questions or study guides might assist
students in getting ready for exams well without compromising fairness.

o. One should never repeat test or assessment items.

- Repeating test or assessment questions is sometimes permissible,

particularly during formative assessments or when evaluating how well
essential knowledge and abilities are retained over time. It's crucial to strike
a balance between the need to assess a wide range of learning objectives
and encourage deeper comprehension and repetition, though.

p. It is unfair to give students test or assessment items that are not found in the
textbook or other learning materials.

- Assessments should be in line with learning objectives and may contain

assignments or questions that call on students to use their knowledge in
creative manners or to exercise critical thinking. It may be difficult to test
higher-order thinking skills and problem-solving aptitudes if just textbook
material is used.
q. Valid assessment procedures have to be independent of the teaching and
learning activities.

- Assessment procedures should align closely with teaching and learning

activities to measure the intended learning outcomes effectively. Valid
assessments should reflect what was taught and how it was taught,
ensuring that they are consistent with the curriculum and instructional
objectives.

r. Teaching to the test is bad.

- Aligning instruction with assessment goals is essential since teaching only

to the test might result in a restricted focus on test content at the expense
of more comprehensive learning goals. Teaching should encourage deeper
comprehension, critical thinking, and problem-solving while also addressing
the abilities and information required for assessments.

s. All assessment procedures should be used to compute the final grade of the
student.

- Not every form of assessment must be used to determine a student's final

grade. It is important to match the evaluation tools chosen for grading to the
course's learning objectives and the desired emphasis on various skills and
knowledge. Some tests might be formative, with their main purposes being
feedback and learning enhancement.

t. Assessment procedures provide information only about students’ learning.

- Procedures for assessment essentially reveal data about how well students
are understanding and doing in relation to learning objectives. But they can
also provide information about how well teachers are doing their jobs, how
well the curriculum is laid up, and what might need to be changed to improve
a student’s learning. Data from assessments can help with program and
student improvement.