EDUC 14 –ASSESSMENT OF LEARNING 1

Chapter 1 – Nature and Roles of Assessment

Assessment is an ongoing process of gathering, analyzing and interpreting the evidences
that the teachers have given to the students. after gathering evidences, the teachers can now
evaluate if the students understand the topic or topics discussed. It could help them decide if
the assessment tasks given have significantly improve students’ knowledge or not. Good
assessment could greatly improve students’ performance holistically, however, poor
assessment could adversely affect students, teachers and stakeholders.

One of the example of assessment is paper and pencil test like quizzes and exams but
this is inadequate in measuring other important skills of students. Therefore, assessment must
be varied in order to fill the gaps and students learn better if their multiple intelligences have
been addressed.

Measurement

Evaluation is the process of gathering and interpreting evidence regarding the problems
and progress of individuals in achieving desirable educational goals.

Chief Purpose of Evaluation

The improvement of the individual learner

Other Purposes of Evaluation

 To maintain standard  To guide learning

 To select students  To furnish instruction
 To motivate learning  To appraise educational
instrumentalities

Function of Evaluation

 Prediction
 Diagnosis
 Research
Areas of Educational Evaluation

 Achievement
 Aptitude
 Interest
 Personality

A well-defined system of evaluation:

 Enable one to clarify goals

 Check upon each phase of development
 Diagnose learning difficulties
 Plan carefully for remediation

Evaluation and the Teaching-Learning Process

Teaching, Learning and Evaluation are the three interdependent aspects of educative
process. The interdependence is seen mostly in the purpose of instruction in which there should
be an improvement in the performance of the learners’ trough meeting the learning targets set
by the teachers. The achievement of the learning targets is brought about by careful planning of
teaching and learning activities, then learners progress is evaluated through different
assessment tasks such as paper and pencil tests or performance tasks.

This integration of evaluation into the teaching-learning process can be seen in the following
stages of the process:

 Setting instructional objectives

 Determining pupil variables that can affect instruction
 Providing instructional activities that are relevant and necessary to achieve the desired
learning outcomes.
 Determining the extent to which desired outcomes are achieved

Principles of Educational Evaluation

 Evaluation must be based on previously accepted educational objectives

 Evaluation should be continuous comprehensive and a cumulative process.
  Evaluation should recognize that the total individual personality is involved in
learning.
 Evaluation should be democratic and a cooperative.
 Evaluation should be positive and action-directed.
 Evaluation should give opportunity to the pupil to become increasingly independent
in self-appraisal and self-direction.
 Evaluation should include all significant evidence from every possible source.
 Evaluation should take into consideration the limitations of the particular educational
situations.

Measurement is a part of the educational evaluation process whereby some tools or instruments
are used to provide a quantitative description of the progress of students towards desirable
educational goals.

Test or Testing is a systematic procedure to determine the presence or absence of certain

characteristics or qualities in a learner.

Types of Evaluation

 Placement
 Formative
 Diagnostic
 Summative

These types show that evaluation is integrated with the various phases of instruction

Placement

Evaluation accounts for students’ entry behavior or performance. It determines the

knowledge and skills he possesses which are necessary at the beginning of instruction in a
specific subject area.

Formative

Evaluation provides the students with feedback regarding his success or failure in
attaining instructional objectives. It identifies the specific learning errors that need to be
corrected and provides reinforcement for successful performance as well.

For the teacher formative evaluation provides information for making instruction and
remedial work more effective.
Tips for Formative Evaluation

1. There should be an achievement continuum at every level of instruction.

2. Criteria and standards be well-defined at the beginning of the learning process.
3. Criterion-referenced tests should be administered.
4. Students should always be informed of their progress.
5. Enrichment/remedial/opportunities should be made available.

Diagnostic

Evaluation is used to detect students’ learning difficulties which are not revealed by
formative tests or checked by remedial instruction and other instructional adjustments.

Since it discloses the underlying causes of learning difficulties, diagnostic tests are
therefore more comprehensive and detailed.

Summative

Evaluation is concerned with what students have learned. This implies that the
instructional activity has for the most part have been completed and that little correction of
learning deficiencies is possible.

Stages of Teaching-Learning in which Educational Evaluation is integrated

1. Clarifying objectives
2. Identifying variables that affect learning
3. Providing relevant instructional activities to achieve objectives
4. Determining the extent to which the objectives are achieved.