PED 6

Assessment of Learning 2
Mary Grace M. Adolfo, LPT
Assessment as an Integral
Part of Teaching

PED 6: Assessment of
Learning 2
WHAT IS
ASSESSMENT?
 ASSESSMENT
1. A process of gathering
evidence of students’
performances over a period of
time.
2. Its purpose is to improve
students learning and provide
students, teachers, and parents
with reliable information
regarding student progress.
DIAGNOSTIC
ASSESSMENT
❑ Allows a teacher to determine
individual student’s prior
knowledge including
misconceptions before
instruction
❑ To test what students already
know and don’t yet know in
order to guide instruction
IS IT A GOOD PRACTICE FOR
TEACHERS TO ASSESS LEARNING
ONLY AT THE END OF THE LESSON?
FORMATIVE
ASSESSMENT
❑ Teachers monitor student
learning to get ongoing
feedback to improve their
teaching and for students to
improve their learning
❑ Students are helped to identify
their strength and weakness
FORMATIVE
ASSESSMENT
❑ Evidence-based improvement
of on-going teaching-learning
SUMMATIVE
ASSESSMENT
❑ Used to evaluate student
learning at the end of an
instructional period
❑ Bases for grades and report to
parents
WHAT IS TRADITIONAL
ASSESSMENT?
TRADITIONAL
ASSESSMENT
• Includes paper-and-pencil test.
• Includes selected-response type
and constructed-response type.
TRADITIONAL
ASSESSMENT
1. Selected-response type
(alternate response, multiple
choice, and matching type)
2. Constructed-response type
(short answer, essay, and
problem solving)
WHAT IS
AUTHENTIC
ASSESSMENT?
AUTHENTIC
ASSESSMENT
• Coined by Grant Wiggins
• Assess students’ knowledge and
skills in a context that
approximates the real world as
closely as possible.
• Also called as performance
assessment, non-traditional
assessment, and performance
assessment.
NORM-REFERENCED
ASSESSMENT
• Comparing a student’s
performance with the
performance of other students

e.g. Percentile ranking in the

abolished National College
Entrance Examinations (NCEE)
CRITERION-REFERENCED
ASSESSMENT
• Comparing a student’s
performance against a criterion
of success which is the
predetermined standard

e.g. Cut scores which places

students into categories such as
“basic”, “proficient”, and
“advanced”
CONTEXTUALIZED
ASSESSMENT
• Students performance in their
application of knowledge and
skills in the real-world context
of the discipline area
• Uses performance-based
assessment
• Require real-life tasks and
require students to utilize HOTS
DECONTEXTUALIZED
ASSESSMENT
• Includes written exams that do
not necessarily have a direct
connection to a real-life context
ESTABLISHING HIGH QUALITY ASSESSMENT
1. Quality assessment are in accordance with contemporary view of active
learning and motivation.
▪ High quality assessment involves learners in the assessment process
beginning with the setting of goals, monitoring of their own learning, and
building self-confidence.
▪ Linking information to other bits of information
▪ High quality assessments are contextualized
ESTABLISHING HIGH QUALITY ASSESSMENT
2. Assessment of high quality is valid
▪ It measures what it is supposed to measure

3. Assessment of high quality is reliable

▪ The test produces consistent scores

4. Assessment of high quality is fair

▪ It assess what it is supposed to assess as stated in the learning outcome
which is expected to have been taught.
CURRENT TRENDS IN ASSESSMENT
1. Using performance-based assessment
▪ Traditional assessment is no longer adequate. It complements the
performance-based test.

2. Examining higher-level cognitive skills and emphasizing integrated rather than

isolated skills

3. Using multiple assessment methods

CURRENT TRENDS IN ASSESSMENT
4. Having high performance standards including world-class standards for
interpreting assessment results
▪ Students must set high-standards
▪ “one’s level of performance is lower than one’s level of aspiration”

5. Involving students in all aspects of assessment

6. Making standards and criteria public rather than private and secretive

7. Using computers as part of assessment