Lecture Notes in ED 208 - Assessment in Learning 1

UNIT 1: NATURE AND ROLES OF ASSESSMENT

Lesson 2: Concept and Relevance of Assessment

Overview

Assessment is a vital element in the curriculum development process. It is used

to determine student’s learning needs, monitor their progress and examine their
performance against identified student learning outcomes. As such, it is implemented
at different phases of instruction; before (pre-assessment); during (formative
assessment) and after instruction (summative).

With the directive of the CHED to implement outcome-based education (OBE)

across all programs (CMO 46, s.2012), it is imperative that educators are aware of the
emphasis of OBE in terms of assessment. CHED defines OBE as an “approach that
focuses and organizes the educational system around what is essential for all learners
to know, value and be able to achieve the desired level of competence” (CHED,
2014, p.9). CHED recognizes that OBE requires the use of appropriate assessments
especially non-conventional methods to measure student performance.

At the micro-level, OBE begins with a clear-cut statement of the learning

outcomes-what the students should know, understand and be able to do. These
intended learning outcomes (ILOs) are the foundation for designing teaching and
learning activities (TLAs) and assessment tasks (ATs). Biggs and Tang (2007)
recommended a constructive alignment of ILOs, TLAs and ATs. This means that the
TLAs and ATs should embody the target verbs specified in the ILOs. These are cited
and contained in the CHED Handbook (2014).

In view of assessment, Biggs and Tang (2007) asserted that assessment tasks
should provide evidences of how learners can use acquired knowledge academically
and professionally in appropriate ways. This is where authentic assessment would
come in. Authentic assessment provides tasks that enable learners to solve real-life
problems and situations.

 MEASUREMENT, TESTING, ASSESSMENT AND EVALUATION

 MEASUREMENT
Measurement comes from the old French word ‘mesure’ which means “limit or
quantity”.Basically, it is a quantitative description of an object’s characteristic or
attribute. In science measurement is a comparison of an unknown quantity to a
standard. There are appropriate measuring tools to gather numerical data on
variables such as height, mass, time, temperature, among others. In the field of
education, what do teachers measure and what instruments do they use?

Measurement is defined as an instrument or device to measure individual

achievement,personality, attitudes, and among others or anything that can be
expressed quantitatively.For examples, tests, questionnaires, rating scales, checklist,
etc. (Calmorin, 1994).
 Measurement is the process of determining the quantity of achievement of
learners by means of appropriate measuring instruments. It is a systematic procedure
of determining the quantity or extent of all the measurable dimensions in the
educative process. Such measurable dimensions include intelligence, interest,
aptitudes, values, health, and other personality traits of pupils and students plus their
scholastic achievement in their school subjects (Calderon, 1993).

Teachers are particularly interested in determining how much learning a student

has acquired compared to a standard (criterion) or in reference to others learners’ in
a group (norm-referenced). They measure particular elements of learning like their
readiness to learn, recall of facts, demonstration of specific skills, or their ability to
analyse and solve applied problems. They use tools or instrument like tests, oral
presentations, written reports, portfolios and rubrics to obtain pertinent information.
Among these, tests are the most pervasive.

A quantitative measure like a score of 30 out of 50 in a written examination

does not hold meaning unless interpreted. Measurement stops once a numerical
value is ascribed. Making a value judgment belongs to evaluation.

 TESTING
Testing is a formal, systematic procedure for gathering information (Russell
&Airasian, 2012). A test is a tool comprised of a set of questions administered during a
fixed period of time under comparable conditions for all students (Miller, Linn
&Gronlund, 2009). It is an instrument used a measure to measure a construct and
make decisions. Educational test may be used to measure the learning progress of a
student which is formative in purpose, or comprehensive covering a more extended
time frame which is summative.

A test is a type of measuring instrument whose general characteristic is that it forces

responses from a pupil and such responses are considered to be indicative of the
pupil’s skill, knowledge, attitude, etc. (Calderon, 1993).

Teachers score tests in order to obtain numerical descriptions of students’

performance. Examples of measures are raw scores and percentages obtained in
tests. For example, Nico’s score of 16 out of 20 items in a completion type quiz in
Araling Panlipunan (Social Studies) is a measure of his cognitive knowledge on a
particular topic. This indicates that he got 80% of the items correctly. This is an
objective way of measuring a student’s knowledge of the subject matter. Another
method is through perception which is less stable because of its subjectivity. For
instance, a teacher can rate a student’s knowledge about history using a scale of 1 to
5. Subjective types of measurement are useful especially in quantifying latent
variables like creativity, motivation, commitment, work satisfaction, among others.

Tests are the most dominant form of assessment. The issue concerning its
effectiveness to measure and effectively evaluate learning is resolved if questions
target and reflect learning outcomes and covers the different learning domains. Tests
are traditional assessments. They may not be the best way to measure how much
students have learned but they still provide valuable information about student
learning and their progress.
Types of Tests
For a long time, tests had been an integral part of education. However, it is
important to note that it is not end-all and be-all of education. Nonetheless, we
acknowledge its significance as a source of information in helping teachers provide
the best learning experience for their students.

There are several typologies of tests. The successful use of a test depends on the
purpose and the construct to be measured. An objective test cannot be used to
gather opinions or determine students’ position on a social issue. An oral test cannot
be used to ascertain the writing skills of students. Personality test cannot appropriate
diagnose learning disabilities. An understanding of the types of tests in beneficial to
get the most out of them.

a. According to Mode of Response

In terms of the way responses are made, a test may be oral, written or
performance-based. In an oral test (viva voce), answers are spoken. Hence, it can be
used to measure oral communication skills. It may also be used to check students’
understanding of concepts, theories and procedures. Unlike written tests, it is minimally
discriminatory and more inclusive especially for learners who are dyslexic (Huxham,
Campbell & Westwood, 2012). Plagiarism is less likely. But it consumes time and may
be stressful for some students (Huxham, Campbell & Westwood, 2012). It favors
extrovert and eloquent students. It is not appropriate for abstract reasoning tasks.
Written tests, on the other hand, are activities wherein students either select or provide
a response to a prompt. Among the forms of written assessments are alternate
response (true/false), multiple choice, matching, short-answer, essays, completion
and identification. A written test has its strong points. It can be administered to large
group at one time. It can measure students’ written communication skills. It can also
be used to assess lower and higher levels of cognition provided that questions are
phrased appropriately. It enables assessment of a wide range of topics. Despite some
criticisms, written tests are generally fair and efficient. Performance tests are activities
that require students to demonstrate their skills or ability to perform specific actions.
More aptly called performance assessments; they include problem-based learning,
inquiry tasks, demonstration tasks, exhibits, presentation tasks and capstone
performances. These tasks are designed to be authentic, meaningful, in-depth and
multidimensional. However, cost and efficiency are some of the drawbacks.

b. According to Ease of Quantification of Response

As to way of scoring, a test may be classified as objective or subjective. An
objective test can be corrected and quantified quite easily. Scores can be readily
compared. It includes true-false, multiple choice, completion and matching items.
The test items have a single or specific convergent response. In contrast, a subjective
test elicits varied responses. A test question of this type may have more than one
answer. Subjective tests include restricted and extended-response essays. Because
students have the liberty to write their answers to a test question, it is not easy to
check. Answers to this type of test are usually divergent. Scores are likely to be
influenced by personal opinion or judgment by the person doing the scoring.

c. According to Mode of Administration

An individual test is given to one person at a time. Individual cognitive and
achievement tests are administered to gather extensive information about each
student’s cognitive functioning and his/her ability to process and perform specific
tasks. They can help identify intellectually gifted students. Likewise, they can also
pinpoint those with learning disabilities (LDs).

LDs are neurological disorders that impede a learner who are struggling in
reading (dyslexia), or visual or auditory processing. Aside from assessment data
obtained from a wide array of given tasks, the teacher can also observe individual
students closely during the test to gather additional information.

A group test is administered to a class of students or group of examinees

simultaneously. It was developed to address the practical need of testing. The test is
usually objective and responses are more or less restricted. It does not lend itself for
indepth observations of individual students. There is less opportunity to establish
rapport or help students maintain interest in the test. Additionally students are assessed
on all items of the test. Students may become bored with easy items and anxious over
difficulty ones. Information obtained from group tests is not as comprehensive as those
from individual tests

d. According to Test Constructor

Classified based on the constructor, a test may either be standardized or
nonstandardized. Miller, Linn &Gronlund (2009) enumerated four properties that
differentiate standardized tests from classroom or informal tests: learning outcomes
and content measured; quality of test items; reliability; and administration and scoring
interpretation.

Standardized tests are prepared by specialists who are versed in the principles of
assessment. They are administered to a large group of students or examiners under
similar conditions. Scoring procedures and interpretations are consistent. There are
available manuals and guides to aid in the administration and interpretation of test
results. Because of high validity and reliability, they can be used for a long period of
time provided they are used for whatever they were intended for. Results are
generally consistent. Commonly, standardized tests consist of multiple choice items
used to distinguish between students. Results are generally consistent. Commonly,
standardized test serve as an indicator of instructional effectiveness and a reflection
of the school’s performance.

Non-standardized tests are prepared by teachers who may not be adept at the
principles of test construction. At times, teacher-made tests are constructed
haphazardly due to limited time and lack of opportunity to pre-test the items or pilot
test. Compared to a standardized test, the quality administered to one or a few
classes to measure subject or course achievement. One or several test formats are
used; hence items may not be entirely objective. Test items are not thoroughly
examined for validity. Scores are not subjected to any statistical procedure to
determine reliability. Unlike a standardized test, it is not intended to be used
repeatedly for a long time. There are no established standards for scoring and
interpreting results.

e. According to Mode of Interpreting Results

Tests that yield norm-referenced interpretations are evaluative instruments that
measure a student’s performance in relation to the performance of a group on the
same test. Comparisons are made and the student’s relative position is determined.
For instance, a student may rank third in a class of fifty. Examples of norm-referenced
tests are teache rmade survey tests and interest inventories. Standardized
achievement test also fall under this type.

Tests that allow criterion-referenced interpretations describe each student’s

performance against an agreed upon or pre-established criterion or level of
performance. The criterion is not actually a cut off score but rather the domain of
subject matter-the range of well-defined instructional objectives or outcomes.
Nonetheless, in a mastery test, the cut score is used to determine whether or not a
student has achieved mastery of a given unit of instruction. Surprisingly, the methods
for setting a cut score for a test vary, therefore making it somewhat subjective.

Some educators classify tests as norm or criterion-referenced tests. However,

Popham (2011) stressed that there are no such things. Instead, he clarified that these
are interpretations of student performance.

f. According to Nature of Answer

The following are popular types of test classified according to the construct they
are measuring: personality, intelligence, aptitude, achievement, social relationships
and occupational competence.

Personality tests were first developed in the 1920s, initially intended to aid in the
selection of personnel in the armed forces. Since then quite a number of personality
tests were developed. A personality test has no right or wrong answer, but it measure
one’s personality and behavioral style it used in recruitment as it aids employers in
determining how a potential employee will respond to various work-related activities.
Apart from evaluating and staffing, it is also used in career guidance, in individual and
relationship counselling and in diagnosing personality disorders. In schools, personality
tests determine personality strengths and weaknesses. Personality development
activities can then be arranged for students.

Achievement tests measure students’ learning as a result of instruction and training

experiences. When used summatively, they serve as a basis for promotion to the next
grade. In contrast, aptitude tests determine a student’s potential to learn and do new
tasks.

The College Scholastic Aptitude Test by the Center for Educational Measurement, Inc.
measures student ability and predicts success in college. A career aptitude test aids in
choosing the best line of work for an individual based on his/her skills and interests. At
this point, we may ask, “Is there a relationship between aptitude and achievement?”
If anbaptitude test is administered prior to instruction and results of an achievement
test are obtained after instruction, then it can be investigated whether aptitude
causes achievement.

Intelligence tests measure learners’ innate intelligence or mental ability. The first
modern intelligence test was published in 1905 by Alfred Binet and Theodore Simon.
Intelligence tests have continually evolved because of efforts to accurately measure
intelligence. It had been exploited extensively as a predictor or academic
achievement. Intelligence tests contain items on verbal comprehension, quantitative
and abstract reasoning, among others, in accordance with some recognized theory
of intelligence. For instance, Sternberg constructed a set of multiple choice questions
grounded on his Triarchic Theory of Human Intelligence. The intelligence test taps into
the three independent aspects of intelligence: analytic, practical and creative.

A sociometric test measures interpersonal relationships in a social group.

Introduced in the 1930s, the test allows learners to express their preferences in terms of
likes and dislikes for other members of the group. It includes peer nomination, peer
rating and sociometric rankings of social acceptance. For instance, a child may be
asked to nominate three students whom they like to play with, or rate them
accordingly.
The trade or vocational test assesses an individual’ knowledge, skills and
competence in a particular occupation. A trade test may consist of a theory test and
practical test. Upon successful completion of the test, the individual is given
certification of qualification. Trade test can likewise be used to determine the
fruitfulness of training programs.

Standard Test Differentiated from Teacher-Made Tests

Standard tests and teacher-made tests are very similar in function. Both are for
measurement. However, they differ in many respects. Among their differences are:

Standard Tests Teacher-Made Tests

(1) Standard tests are generally (1) Teacher-made tests are made by
prepared by specialist who know teachers who may not know very
very well the principles of test well the principles of test
construction. construction.

(2) Standard tests are prepared very
carefully following accepted
principles of test construction.
(3) Standard tests are given to an large
portion of the population for which
they are intended for the computation
of norms.
(4) Standard tests are generally
correlated with other tests of known
validity and reliability or with measures
such as school marks to determine their
validity and reliability.
(2) Teacher-made tests are often
prepared hurriedly and hazardly
to be able to meet the deadline for
administration.
(3) Teacher-made test are usually
given only to a class or classes for
which the tests are intended.
Usually, no norms are computed.
(4) Teacher-made tests are not
subjected to any statistical
procedures to determine their
validity and reliability.

(5) Standard test generally are highly
objective.
(6) Standard tests have their norms
computed for purposes of
comparison and interpretation.
(7) Standard tests measure innate
capacities and characteristics as
measures for comparison and
interpretation.
(5) Teacher-made tests may be
objective and may be essay in
which case scoring is subjective.
(6) Teacher-made tests have no
norms unless the teacher computes
the median, mean, and other
(7) Teacher-made tests generally
measure subject achievement only. well
as achievement.
(8) Standard tests are intended to be (8) Teacher-made tests are intended to
used for a long period of time and for all be used only once or twice to measure
people of the same class in the culture achievement of students in a subject
where they are validated. matter studied during a certain period.

(9) Standard tests are accompanied by
manual of instructions on how to
administer and score the tests and how
to interpret the results.
(9) Teacher-made tests do not have
manuals of instructions, only the
directions for the different types of
tests which may be given orally or
in Standard tests are generally
copyrighted.

Functions of Testing
One needs to be aware of the purposes of testing in order to select the most
appropriate type of test. Tests can be classified into four interrelated categories:
instructional, administrative, program evaluation and research, and guidance
(Hopkins, 1998). Each is discussed briefly below.

A. Instructional Functions
1. Tests facilitate the clarification of meaningful learning objectives. When constructing
tests teachers are reminded to go back to the learning objectives. If they are
committed to these teaching-learning activities and assessment tasks provide mutual
support.

2. Tests provide a means of feedback to the instructor and the student. They can
be used for self-diagnosis. Students can assess their own learning and performance.
Test results guide teachers in adjusting their pedagogical practices to match students’
learning styles. The impact of a test on teaching and learning is called wash back. The
effect may be beneficial or harmful as teachers and learners tend to tailor
instructional activities and learning processes to the demands of the test.

3. Test can motivate learning. In a meta-analysis study - a research that examined

similarities and differences of several studies on classroom testing in schools in the
United States – it was shown that frequent testing increases academic preparation
(study time) and academic achievement (Bangert- Drowns, Kulik&Kulik, 1991).

4. Tests can facilitate learning. The effects of testing had been studied by
researchers indicating improved performance when learners are given the
opportunity to practise retrieval before giving the final test.

4. Tests are a useful means of overlearning. Overlearning means continued study,

review, interaction or practice of the same material even after concepts and skills
had been mastered. Preparation for a scheduled test includes overlearning. While
overlearning helps in retention, it dissipates over time (Rohrer, et al., 2004).

B. Administrative Functions
1. Tests provide a mechanism of quality control. Through tests, a school can determine
the strengths and weaknesses of its curricula. Administrators can then devise ways to
improve outcomes and assessment, implement and check for improvements.
2. Test facilitates better classification and placement decisions. Test results allow
administrators to group students according to their level of ability. Through a
classification system, schools can assign or transfer students to a gifted or remedial
program.

3. Tests can increase the quality of selection decisions. In using tests for classification
purposes, schools can then select students for specific programs. This is true when
admitting students for senior high school or college. Through testing, a teacher can
select students who would benefit, for instance, in tutorial classes or remedial
programs.

4. Tests can be a useful means of accreditation, mastery of certification. Tests provide

a means of certifying knowledge and skills. In the K to 12 Basic Education Curriculum,
a senior high school student who completed a technical-vocational livelihood track in
grade 12 may obtain a National Certificate Level II provided he/she passes the
competency-based assessment of the Technical Education and Skills Development
Authority (TESDA). This certification will enable students to land jobs after high school.
Another example is the Licensure Examination for Teachers (LET) conducted by the
Professional Regulation Commission (mandated by Republic Act No. 7836). LET passers
are issued licenses making them eligible to practise their profession.

C. Research and Evaluation

Tests are useful for program evaluation and research. Tests are utilized in
studies that determine effectiveness of new pedagogical techniques. Researches on
teaching and learning innovations like the effectiveness of technology-enhanced
learning (tablet computing and flipped classroom) are carried out using tests and
other assessment techniques to collect data. Evaluators also utilize assessment data
to determine the impact and success of their programs.

D. Guidance Functions
Tests can be of value in diagnosing an individual’s special aptitudes and
abilities. The aim of guidance is to enable each individual to understand his/her
abilities and interest and develop them so that he/she can take advantage of
educational, vocational and personal opportunities. In school, the guidance
department evaluates learner’s scholastic aptitude, achievement, interests and
personality. By giving intelligence tests, aptitude tests and personality inventories,
along with interviews and counselling sessions, a guidance counsellor can help
students develop their study and time management skills, choose which program of
study to take, and select a career path to follow.

 ASSESSMENT
Assessment comes from the Latin word assidere which means “to sit beside a
judge”. This implies that assessment is tied up with evaluation.

Miller, Linn &Gronlund (2009) defined assessment as any method utilized to

gather information about student performance. Black and William (1998, p.82) gave a
lengthier definition emphasizing the importance of feedback and signifying its
purpose.
They stated that assessment pertains to all “activities undertaken by teachers
and by their students in assessing themselves – that provide information to be used to
modify the teaching and learning activities in which they are engaged.” This means
that assessment data direct teaching in order to meet the needs of the students. It
should be pointed out however, that assessment is not just about collecting data.
These data are processed, interpreted and acted upon. They aid teachers to make
informed decisions and judgment to improve teaching and learning. It is a continuous
process used to identify and address problems on teaching methods, learning milieu,
student mastery and classroom management. Hence, it is no surprise that assessment
subsumes measurement and instigates evaluation.

Nature of Assessment

Assessment is a process that can be placed in two broad categories: measures

of maximum performance and measures of typical performance (Miller, Linn &
Gronlund, 2009). Originally, Cronbach made this classification for personnel selection
tests.
Maximum performance is achieved when learners are motivated to perform
well. Assessment results from maximum performance manifest what students can do
at their level best- their abilities and achievements. In this category, students are
encouraged to aim for high score. Of course, there are factors that affect a student’s
optimal performance like noise and other distractions. Since teachers have direct
control over the testing environment, they can take action in reducing or eliminating
such factors. Examples of measures of maximum performance are achievement and
aptitude tests. Spelling test, arithmetic tests and periodical tests are examples of
classroom achievement tests. National Achievement Test (NAT) is also one of the
examples.

Typical performance shows what students will do or choose to do. It assesses

how a learners ability is evident if demonstrated on a regular basis. Hence, it is more
focused on the learner’s level of motivation rather that his optimal ability.
For the measures of typical performance, these include attitude, interest and
personality inventories; observation techniques; and peer appraisals. Rubrics are
scoring guides or set of criteria used to assess student’s skills or level of understanding.
Rating Scales are used in developing a grading rubric.

Purpose of Assessment
There are three interrelated purposes of assessment. Knowledge of these
purposes and how they fit in the learning process can result to a more effective
classroom assessment.

1. Assessment for Learning (AfL). Assessment for Learning pertains to diagnostic and
formative assessment tasks which are used to determine learning needs, monitor
academic progress of students during a unit or block of instruction and guide
instruction. Examples of Afl are pre-tests, written assignments, quizzes, concept maps,
focused questions, among others.

2. Assessment as Learning (AaL). Assessment as Learning employs tasks or activities

that provide students with an opportunity to monitor and further their own learning - to
think about their personal learning habits and how they can adjust their learning
strategies to achieve their goals. It involves metacognitive processes like reflection
and self-regulation to allow students to utilize their strengths and work on their
weaknesses by directing and regulating their learning. Self- and peer- assessment
rubrics and portfolios are example of AaL.
3. Assessment of Learning (AoL). Assessment of Learning is summative and done at the
end of a unit, task, process or period. Its purpose is to provide evidence of a student’s
level of achievement in relation to curricular outcomes. Unit test and final projects are
typical examples of summative assessment. AoL is used for grading, evaluation and
reporting purposes. Aol provides the foundation for decisions on student’s placement
and promotion.

 EVALUATION
Evaluation comes in after the data had been collected from an assessment
task/according to Russell and Airasian (2012), evaluation is the process of judging the
quality of a performance or course of action. As what its etymology indicates (French
word evaluer), evaluation entails finding the value of an educational task. This means
that assessment data gathered by the teacher have to be interpreted in order to
make sound decisions about students and the teaching-learning process. Evaluation is
carried out both by the teacher and his/her students to uncover how the learning
process is developing.
Evaluation is a process designed to provide information that will help us to make
judgement about a particular situation. The end result of evaluation is to adopt, reject
or revise what has been evaluated.
Objects of evaluation include instructional programs, school projects, teachers,
students, and educational goals. Examples include evaluating the “education for all”
project of a school district, the comparative effectiveness of two remedial reading
programs and among others. Evaluation involves data collection and analysis and
quantitative and qualitative methods. Evaluation can help educators determine the
success of their academic programs and signal efforts to improve student
achievements. It helps also to identify the success factors of program and projects.

Two broad categories of evaluations: formative and summative.

Formative evaluation is a method of judging the worth of a program while

program activities are in progress. This type of evaluation focuses on the process. The
results of formative evaluation give information to the proponents, learners and
teachers on how well the objectives of the program are being attained while the
program is in progress. Its main objective is to determine deficiencies so that the
appropriate interventions can be done.

Summative evaluation is a method of judging the worth of a program at the

end of the program of activities. The focus is on the result. The instruments used to
collect data for summative evaluation are questionnaire, survey forms,
interview/observation guide and tests. It is designed to determine the effectiveness of
a program or activity based on its avowed purposes.

To summarize, we measure height, distance, weight knowledge of subject

matter through testing; we assess learning outcome; we evaluate results in terms of
some criteria or objectives.

 RELEVANCE OF ASSESSMENT
Assessment is needed for continued improvement and accountability in all
aspects of the educational system. In order to make assessment work for everyone -
students, teachers and other players in the educational system should have an
understanding of what assessment provides and how it is used to explain the
dynamics of student learning.

 Students
Through varied learner-centered and constructive assessment tasks, students
become actively engaged in the learning process.They take responsibility for their
own learning. With the guidance of the teacher , they can learn to monitor changes
in their learning patterns. They become aware of how they think, how they learn, how
they accomplish tasks and how they feel about their own work. These redound to
higher levels of motivation, self-concepts and self-efficacy (Mikre, 2010) and ultimately
better student achievement (Black & William, 1998).

 Teachers
Assessment informs instructional practice. It gives teachers information about a
student’s knowledge and performance base. It tells them how their students are
currently doing. Assessment results can reveal which teaching methods and
appropriates are most effective. They provide direction as to how teachers can help
students more and what teachers should do next.

 Parents
Education is a shared partnership. Following this tenet, parents should be
involved in the assessment process. They are a valued source of assessment
information on the educational history and learning habits of their children, most
especially for pre-schoolers who do not yet understand their development progress. In
return, teachers should communicate vital information to parents concerning their
children’s progress and learning.

 Administrators and program staff

Administrators and school planners use assessment to identify strengths and
weaknesses of the program. They designate program priorities, assess options and lay
down plans for improvement. Moreover, assessment data are used to make decisions
regarding promotion or retention of students and arrangement of faculty
development programs.

 Policymakers
Assessment provides information about student’s achievement which in turn
reflect the quality of education being provided by the school. With this information,
government agencies can set or modify standards, reward or sanction schools and
direct educational resources. The CHED in response to their program on quality
assurance shut down substandard academic programs of schools with low
graduation and passing rates in licensure examinations.

Assessment results also serve as basis for information of new law. Example is the
RA 10533, otherwise known as the K to 12 program Enhanced Basic Education Act of
2013. The rationale for the implementation of this law was the low scores obtained by
Filipino pupils in standardized test such as the National Achievement Test (NAT) and
international test like the TIMSS (Trends in International Mathematics Study).

Assessment data provide a basis for evaluating decisions and policy

formulation to sustain or improve the program and adapt to emerging needs
Name: ________________________ Course & Section: ______________ Score: ___________
 ED 208 - Assessment in Learning 1
Unit 1: Nature and Roles of Assessment
Lesson 2: Concepts and Relevance of Assessment

Exercises
A. Each of the following statements refers to either (a) measurement, (b) assessment
or (c) evaluation. On the black before each number write the letter corresponding to
your answer:

_________1. Over-all goal is to provide information regarding the extent of attainment

of the student learning outcomes.
_________2. Can help educators determine the success factors of academic programs
and projects.
_________3. Uses such instruments as ruler, scale or thermometer.
_________4. Used to determine the distance of a location
_________5. Process designed to aid educators make judgement and indicate
solutions to academic situations
_________6. Can determine skill attainment easier than attainment of understanding
_________7. Process of gathering evidence of student competencies/skills over a
period of time.
_________8. Results show the more permanent learning and clear picture of student’s
ability.
_________9. Objects of study may be instructional programs, school projects, teachers,
students or tests results.
_________10. Usually expressed in quantities.

B. Meaningful Assessment
As a college student, you underwent several assessments in basic education.
Recall from your own personal experience an assessment that you think was truly
meaningful to you. Explain why it is so. Explain the nature and purpose of that
particular assessment.