Justine Kaye M.

Palmares BEED-2B

Matrix and concepts and principles in assessment

Answer:

What is assessment in learning?

The word assessment is rooted in the Latin word assidere, which means "to sit beside another."
Assessment is generally defined as the process of gathering quantitative and/or qualitative data for the
purpose of making decisions. Assessment in learning is vital to the educational process similar to
curriculumand instruction. Schools and teachers will not be able to determine the impact of curriculum
and instruction on students or learners without assessing learning.. Therefore, it is important that
educators have knowledge and competence in assessing learners.

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. Assessment in learning can be characterized as (a) a process, (b) based on specific
objectives, and (c) from multiple sources.

How is assessment in learning similar or different from the concept of measurement or evaluation of
learning? Measurement can be defined as theprocess of quantifying the attributes of an object, whereas
evaluation may refer to the process of making value judgments on the information collected from
measurement based on specified criteria. In the context of assessment in learning, measurement refers
to the actual collection of information on student learning through the use of various strategies and
tools, while evaluation refers to the actual process of making a decision or judgment on student learning
based on the information collected from measurement. Therefore, assessment can be considered as an
umbrella term consisting of measurement and evaluation. However, there are some authors who
consider assessment as distinct and separate from evaluation (e.g., Huba and Freed 2000, Popham
1998).

What are the different principles in assessing learning?

There are many principles in the assessment in learning. Based on the different readings and references
on these principles, the following may be considered as core principles:

1. Assessment should have a clear purpose. Assessment starts with a clear purpose. The methods used
in collecting information should be based on this purpose. The interpretation of the data collected
should be aligned with the purpose that has been set. This assessment principle is congruent with the 45
outcome-based education (QBE} principles of clarity of focus and design down.
2. Assessment is not an end in itself. Assessment serves as a means to enhance student learning. It is not
a simple recording or documentation of what learners know and do not know. Collecting information
about student learning, whether formative or summative, should lead to decisions that will allow
improvement of the learners.

3. Assessment is an ongoing, continuous, and a formative process. Assessment consists of a series of

tasks and activities conducted over time. It is not a one-shot activity and should be cumulative.
Continuous feedback is an important element of assessment. This assessment principle is congruent
with the OBE principle of expanded opportunity.

4. Assessment is learner-centered. Assessment is not about what the teacher does but what the learner
can do. Assessment of learners provides teachers with an understanding on how they can improve their
teaching, which corresponds to the goal of improving student learning.

5. Assessment is both process- and product-oriented. Assessment gives equal importance to learner
performance or product and the process they engage in to perform or produce a product.

6. Assessment must be comprehensive and holistic. Assessment should be performed using a variety of
strategies and tools designed to assess student learning in a holistic way. Assessment should be
conducted in multiple periods to assess learning over time. This assessment principle is also congruent
with the OBE principle of expanded opportunity.

7. Assessment requires the use of appropriate measures. For assessment to be valid, the assessment
tools or measures used must have sound psychometric properties, including, but not limited to, validity
and reliability. Appropriate measures also mean that learners must be provided with challenging but
age- and context-appropriate assessment tasks. This assessment principle is principle of high
expectations consistent with the OBE

8. Assessment should be as authentic as possible. Assessment tasks or activities should closely, if not
fully, approximate real-life situations or experiences. Authenticity of assessment can be thought of as a
continuum from least authentic to most authentic, with more authentic tasks expected to be more
meaningful for learners.