Universidad de Dagupan

School of Teacher Education

Bachelor of Secondary Education Major in English
“Assessment in Learning 1”
x
A.Y. 2023-2024
ASSESSMENT IN LEARNING 1
Mr. Levy Audelmar G. Cerezo
RECITS: 20 pts.

How do students assess?

“traditional approach”
- teacher-centered learning
- pen/paper system

OBE - Outcome Based Education

“matching intentions with accomplishment”
- performances = outcomes

CHAPTER 1: Shift of Educational Focus from Content to Learning Outcomes

- inquiry approach
- teachers should be facilitators, let students explore and learn on their own, base on their skills

“Educare” or “educere”
- it means to draw out
- education is pouring in process, wherein the teacher was the infallible giver and the student was
the passive recipient

1.1 Outcome-Based Education: Matching Intentions wtith Accomplishment

1.2 3 Characteristics of OBE
1. Student-centered - focusing on Student Learning Outcomes (SLO)
2. Faculty-driven - motivate, participate, assess
3. It is meaningful - adapative, productive
- cotinuing improvement in instruction and assessment activities

Implementation of OBE on subject or course level procedure

3 implementations/procedures:
1. Identification of the educational objectives of the subject
- expected results and outcomes
2. Listing of Learning Outcomes specified for each subject or course objective
- Bloom’s taxonomy of educational objectives:
(1) Cognitive (knowledge) mental skills; remembering, understanding, applying, analyzing,
evaluating, synthesizing/creating
(2) Psychomotor (skills) manual or physical skills; observing, imitating, practising, adapting,
innovating
(3) Affective (attitude) growth in feeling or emotions; receiving, responding, valuing,
organizing, internalizing
3. Drafting outcomes assessment procedure
- enables teacher to determine the degree to which the students are attaining the desired learning
outcomes.
- rubrics, scoring/point systems
 Universidad de Dagupan
School of Teacher Education
Bachelor of Secondary Education Major in English
“Assessment in Learning 1”
x
A.Y. 2023-2024
The Outcomes of Education
- focuses on classroom instruction on the skills and competencies that students must demonstrate

2 Main types of Outcomes

Immediate Deferred
Competencies acquired upon completion of an Ability to apply cognitive, psychomotor, and affective
instruction, a subject, a grade level, a segment of the skills/competencies in various situations many years after
program, or of the program itself completion of a degree program
- ability to communicate by writing and speaking - success in professional practice or occupation
- mathematical problem-solving skills - promotion in a job
- skills in story telling - awards and recognition; career and
professionalism (graduate)
* short-term outcomes * long-term outcomes
* done after teaching/discussion * done after education

4 Sub-types
1. Institutional Outcomes
- statement of what the graduates of an educational institution are supposed to be able to do
beyond graduation
- expectations after graduation (deferred
)- outcomes by student manual
2. Program Outcomes
- what graduates of particular educational programs or degrees are able to do at the competition of
the degree or program
- outcomes by curriculum (deferred)
3. Course or Subject Outcomes
- what students should be able to demonstrate at the end of the course or a subject
- outcomes by syllabus (immediate)
4. Learning or Instructional Outcomes
- what students should be able to do after a lesson or instruction
- outcomes by lesson plan (immediate)
 Universidad de Dagupan
School of Teacher Education
Bachelor of Secondary Education Major in English
“Assessment in Learning 1”
x
A.Y. 2023-2024
CHAPTER 2: Determining Progress towards the Attainment of Learning Outcomes

Why do we need to assess ourselves?

- as teachers, we need to assess ourselves so we could know our strengths and weaknesses, and if
so, we could deal and handle it the right way.

Why do we need to assess our students?

- so we could know where to adjust; to assess our students strengths and weaknesses.
- to know what kind of strategies and approaches we will give them to fit their skills and abilities.
- every child is intelligently different
- it is important to assess so we would know where to start

Why do we measure?
- to have a numerical basis
- performance-based : rubrics
- 2 measurements:
objective (quantitative data = testing: exams, tests) and;
subjective (qualitative data = perceptions: essay, intervention)
- inclusive approach

2.1 MEASUREMENT
- process of determining or describing the attributes or characteristics of physical objects generally in
terms of quantity

2.1.1 Types of Measurement

2 types of measurement:
(1) Objective (testing)
- quantitative data
(2) Subjective (perceptions)
- qualitative data

2.1.2 Measuring Indicators, Variable and Factors

* educational variable (measurable characteristics of a student; directy measureable)
* indicators (are variables where direct mesurements are not feasible)
* a group of indicators = variable
* a group of variable = construct or a factor
* factors of interest
* in educational measurement, we shall be concerned with indicators, variables and
factors of interest in the field of education

2.2 ASSESSMENT
- Assessment comes from the Latin assidere which means “to sit beside”
- process of gathering evidence of students’ performance over a period of time to determine learning
or mastery of skills.
(somewhat an approach for collecting information about students’ progress throughout time in orer
to evaluate or to measure what they’ve learned or how proficient they are in a certain skill or ability)
- evidences: dialogue record, journals, written works, portfolios, tests and other learning tasks
- Assessment requires: review of journal entries, presentation, essay, story written, tests results, etc.

*the overall goal of assessment: to improve student learning and provide realiable information
regarding student progress

2.3 EVALUATION
- Evaluation: “value”
- we expect our process to give information regarding the worth, appropriateness, goodness, validity,
or legality of something for which a reliable measurement has been made
- designed to provide information to help us make judgment about a particular situation.

*Formative Evaluation
- a method of judging the worth of a program while the program activities are in
progress.
- focuses on the process
- to determine deficiencies so that appropriate interventions can be done
 Universidad de Dagupan
School of Teacher Education
Bachelor of Secondary Education Major in English
“Assessment in Learning 1”
x
A.Y. 2023-2024
* Summative Evaluation
- a method of judging worth the worth of a program at the end of the program of
activities
- focus is on the result
- questionnaire, survey forms, interview/observations, guide and tests
- to determine effectiveness of a program or activity

Summarization:
We measure through testing
We assess learning outome
We evaluate results in terms of some criteria or objectives

Measurement refers to the process by which the attributes or dimension of some objects or subjects
of study are determined
Assessment is a process of selecting, receiving and using data for the purpose of improvement in the
current performance
Evaluation is an act of passing judgment on the basis of a set of standards

*Assessment is the process of objectively understanding the state or condition of a thing by

observation and measurement. Evaluation is the process of observing and measuring a thing for the
purpose of judging it and of determing its value either by comparison to a similar thing or a standard
 Universidad de Dagupan
School of Teacher Education
Bachelor of Secondary Education Major in English
“Assessment in Learning 1”
x
A.Y. 2023-2024
2.4 Assesment FOR, OF and AS Learning: APPROACHES TO ASSESSMENT

Assesment FOR Learning [ to ensure learning ]

- assessment is done to improve and ensure learning
- FORmative Assessment (pretest & posttest: pre-assessment)
- pretest (to find out where the students are; to determine their entry knowledge or
skills so teacher knows how to adjust instruction)
- posttest (to find out if the intended learning outcome has been attained after the
teaching-learning process) ; (if not attained = intervention / remediation)

Assessment OF Learning [ for grading purposes ]

- assessment is given at the end of a unit, grading period or a term like a semester.
- Summative Assessment (to assess learning for grading purposes)
- the effectiveness of summative assessment depends on the validity and reliability of the
assessment activity and tools

Assessment AS Learning [ self-assessment ]

- as they engaged in self-assessment, they learn about themselves as learners and become
aware of how they learn
- students set their targets, actively monitor and evalute their own learning in relation to
their set target
- consequence = self-directed; independent learners
*by assessing their own learning, they are learning at the same time