Asessment in Learning 1 PSU-Española Campus

CHAPTER 1

NATURE AND PURPOSE

OF ASSESSMENT

AL-YUSRI S. ALLER
Instructor I
ayaller@psu.palawan.edu.ph
 Assessment in Learning PSU-Española Campus

Nature and Purpose of Assessment

Objectives
at the end of the lesson, the students are expected to:
• discuss the importance of assessment in classroom instruction;
• differentiate test, measurement, and assessment from evaluation;
• enumerate the second principles of assessment in education; and
• cite examples of norm and criterion-referenced evaluation.
 Assessment in Learning PSU-Española Campus

CLASSROOM ASSESSMENT DEFINED

Classroom assessment can be
defined as the collection,
interpretation, and use of
information to help teachers make
better decisions. Thus, assessment
is more than testing and
measurement (McMillan, 1997).
 Assessment in Learning PSU-Española Campus

PURPOSE AND FUNCTIONS OF ASSESSMENT

There are four purposes of assessment according to Wyatt
(1988). These are:
• to inform the teacher about a student's progress;
• to inform the students about their progress;
• to inform others about the students' progress (parents and
future teachers); and
• to provide information for the public.
 Assessment in Learning PSU-Española Campus

SCOPE OF ASSESSMENT
The chief purpose of assessment is the improvement of the student.
Specifically, it assesses the learning outcomes of instruction which
are:
1.cognitive domains
2.affective domains
3.psychomotor domains
 Assessment in Learning PSU-Española Campus

What is the purpose of classroom assessment?

Assessment OF Learning. This refers to the use of assessment to
determine learners' acquired knowledge and skills from instruction
and whether they were able to achieve the curriculum outcomes.
Assessment FOR Learning. This refers to the use of assessment to
identify the needs of learners in order to modify instruction or
learning activities in the classroom.
Assessment AS Learning. This refers to the use of assessment to
help learners become self-regulated. It is formative in nature and
meant to use assessment tasks, results, and feedback to help
learners practice self-regulation and make adjustments to achieve
the curriculum outcomes.
 Assessment in Learning PSU-Española Campus

The Roles of Classroom Assessment in the Teaching-Learning

Process
• Formative
• Diagnostic
• Evaluative
• Facilitative
• Motivational

What are learning targets?

• Goals
• Standards
• Educational Objectives
 Assessment in Learning PSU-Española Campus

What are the different types of assessment in learning?

Formative Assessment refers to assessment activities that provide

information to both teachers and learners on how they can improve
the teaching-learning process.
Summative Assessments are assessment activities that aim to
determine learners' mastery of content or attainment of learning
outcomes. They are summative, as they are supposed to provide
information on the quantity or quality of what students have learned
or achieved at the end of instruction.
Diagnostic Assessment aims to detect the learning problems or
difficulties of the learners so that corrective measures or
interventions are done to ensure learning.
 Assessment in Learning PSU-Española Campus

What are the different types of assessment in learning?

Placement Assessment is usually done at the beginning of the

school year to determine what the learners already know or what are
their needs that could inform design of instruction.
Traditional Assessment refers to the use of conventional strategies
or tools to provide information about the learning of students.
Typically, objective (e.g., multiple choice) and subjective (e.g., essay)
paper-and-pencil tests are used.
Authentic Assessment refers to the use of assessment strategies or
tools that allow learners to perform or create a product that are
meaningful to the learners, as they are based on real-world contexts.
Assessment in Learning PSU-Española Campus

COMPARISON OF FORMATIVE AND SUMMATIVE

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Students are given the opportunity to The outcome of the task can neither be
improve their performance on the same task repeated nor improved

Students expect feedback on their

The final grade is released on the
performance, enabling them to improve their
assessment task
performance on same task

Assessment is done at the end of the

Although diagnostic in nature, the students’
systematic and incremental learning
knowledge of their strengths and
activities that have formative assessment
weaknesses is categorized as formative
task
 Assessment in Learning PSU-Española Campus

What are the different principles in assessing learning?

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
purpose that has been set.
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.
 Assessment in Learning PSU-Española Campus

What are the different principles in assessing learning?

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.
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.
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.
 Assessment in Learning PSU-Española Campus

What are the different principles in assessing learning?

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.
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.
Assessment should be as authentic as possible. Assessment tasks
or activities should closely, if not fully, approximate real-life
situations or experiences.
 Assessment in Learning PSU-Española Campus

RECENT TRENDS IN CLASSROOM ASSESSMENT

From To

Sole emphasis on outcomes Assessment of processes

Isolated skills Integrated skills

Isolated facts Application of knowledge

Paper-and-pencil tasks Authentic tasks

A single correct answer Several correct answers

 Assessment in Learning PSU-Española Campus

RECENT TRENDS IN CLASSROOM ASSESSMENT

From To

Decontextualized tasks Contextualized tasks

Secret standards Public Standards

Individuals Group

After instruction During instruction

Little feedback Considerable feedback

 Assessment in Learning PSU-Española Campus

RECENT TRENDS IN CLASSROOM ASSESSMENT

From To

Objective test Performance-based test

Standardized test Informal test

External evaluation Students’ self evaluation

Single assessment Multiple assessment

Sporadic Continual

Conclusive Recursive
Asessment in Learning 1 PSU-Española Campus

LESSON 2

Learning Targets, and

Appropriate Methods

AL-YUSRI S. ALLER
Subject Instructor
Assessment in Learning PSU-Española Campus

The Bloom's Taxonomy of Educational Objectives

The Revised Bloom's Taxonomy of Educational Objectives

Learning Targets

Appropriate Methods of Assessment

 Assessment in Learning PSU-Española Campus

The Bloom's Taxonomy

• Bloom’s taxonomy was
developed to provide a
common language for
teachers to discuss and
exchange learning and
assessment methods.
• Specific learning outcomes
can be derived from the
taxonomy, though it is most
commonly used to assess
learning on a variety of
cognitive levels.
 Assessment in Learning PSU-Española Campus

The Bloom's Taxonomy

Assessment in Learning PSU-Española Campus

The Bloom's Taxonomy of Educational Objectives

Cognitive Level Description Illustrative Verbs Sample Objective

Enumerate the six

defines, recalls, names,
Knowledge Recall or recognition levels of Bloom's
enumerates, and labels
Taxonomy

explains, describes, Explain each of the six

Understanding of the meaning
Comprehension summarizes, discusses, levels of expertise in
of learned material
and translates the Bloom's Taxonomy

Use of abstract ideas, applies, demonstrates, Demonstrate how to use

Application principles, or methods to produces, illustrates, Bloom's Taxonomy in
specific situations and uses formulating objectives
Assessment in Learning PSU-Española Campus

The Bloom's Taxonomy of Educational Objectives

Cognitive Level Description Illustrative Verbs Sample Objective

Separation of concept or idea compares, contrasts, Compare and contrasts

Analysis into constituents parts or categorizes, classifies, the six levels of Bloom's
elements and calculates Taxonomy

Construction of elements and composes, constructs, Compose learning

Synthesis parts from different sources to creates, designs, and targets using Bloom's
form a complex structure integrates Taxonomy

Evaluate the congruence

making judgment of ideas or appraises, evaluates,
between the learning
Evaluation methods based on sound and judges, concludes, and
targets and assessment
established criteria criticizes
method
Assessment in Learning PSU-Española Campus

The Bloom's Taxonomy of Educational Objectives vs. The

Revised (Anderson and Krathwal)

1956 2001
Assessment in Learning PSU-Española Campus

The Revised Bloom's Taxonomy of Educational Objectives

Assessment in Learning PSU-Española Campus

The Revised Bloom's Taxonomy of Educational Objectives

Assessment in Learning PSU-Española Campus

Learning Targets
Learning Targets is "a statement of student
performance for a relatively restricted type of
learning outcome that will achieve in a single
lesson or a few days" and contains "both a
description of what students should know,
understand, and be able to do at the end of
instruction and something about the criteria for
judging the level of demonstrated"
 Assessment in Learning PSU-Española Campus

Learning Targets
• Goals. Goals are general statements about desired learner outcomes in a
given year or during the duration of a program (e.g., senior high school),
• Standards. Standards are specific statements about what learners should
know and are capable of doing at a particular grade level, subject, or
course. McMillan (2014, p. 31) described four different types of educational
standards: (1) content (desired outcomes in a content area), (2)
performance (what students do to demonstrate competence), (3)
developmental (sequence of growth and change over time), and (4) grade-
level (outcomes for a specific grade).
 Assessment in Learning PSU-Española Campus

Learning Targets
• Educational Objectives. Educational objectives are specific statements of
learner performance at the end of an instructional unit. These are
sometimes referred to as behavioral objectives and are typically stated with
the use of verbs. The most popular taxonomy of educational objectives is
Bloom's Taxonomy of Educational Objectives.
Assessment in Learning PSU-Española Campus

Types of Learning Targets

Types Description Sample

Refers to factual, conceptual, and I can explain the role of

Knowledge Targets procedural information that learners must conceptual framework in a
learn research

Knowledge-based thought processes that

learners must learn. It involves application
I can justify my research problems
Reasoning Targets of knowledge in a problem solving, decision
with a theory
making, and other tasks that require mental
skills
Assessment in Learning PSU-Española Campus

Types of Learning Targets

Types Description Sample

Use of knowledge and/or reasoning to

Skill Targets I can facilitate
perform or demonstrate physical skills

Knowledge-based thought processes that

learners must learn. It involves application
I can justify my research problems
Product Targets of knowledge in a problem solving, decision
with a theory
making, and other tasks that require mental
skills
 Assessment in Learning PSU-Española Campus

Assessment Method

Objective Objective Performance Oral

Essay Observation Self-Report
Supply Selection Based Questions

• Presentation
• Attitude
• Papers
• Multiple Survey
• Short • Restricted • Projects • Oral
Choice • Socio-Metric
Answer response • Athletics Examination • Informal
• Matching • Devices
• Comple- • Extended • Demonstrati • Conferences • Formal
Type • Questionnair
tion Test Response ons • Interviews
• True/False es
• Exhibition
• Inventories
• Portfolios
Assessment in Learning PSU-Española Campus

Appropriate Methods of Assessment

Matching Learning Targets with paper-and-pencil Types of Assessment

Selected Response Constructed Response

Learning Targets
Multiple True of Matching Short Problem
Essay
Choice False Type Answer Solving

Knowledge ✓✓✓ ✓✓✓ ✓✓✓ ✓✓✓ ✓✓✓ ✓✓✓

Reasoning ✓✓ ✓ ✓ ✓ ✓✓✓ ✓✓✓

Skills ✓ ✓ ✓ ✓ ✓✓ ✓✓

Product ✓ ✓ ✓ ✓ ✓ ✓

Note: More checks mean better matches

Assessment in Learning PSU-Española Campus

Appropriate Methods of Assessment

Matching Learning Targets with other Types of Assessment

Other Types of Assessment

Learning Targets
Project-Based Portfolio Recitation Observation

Knowledge ✓ ✓✓✓ ✓✓✓ ✓✓

Reasoning ✓✓ ✓✓ ✓✓✓ ✓✓

Skills ✓✓ ✓✓✓ ✓ ✓✓

Product ✓✓✓ ✓✓✓ ✓ ✓

Note: More checks mean better matches

 Assessment in Learning PSU-Española Campus

Mode of Assessment

Mode Description Examples Advantages Disadvantages

Traditional The paper-and- Standardized and Scoring is objective. Preparation of the

pencil test used in Teacher-made Administration is easy instrument is time
assessing Tests because students can consuming
knowledge and take the exam at the Prone to guessing and
thinking skills same time cheating

Performance A mode of Practical Test Preparation of the Scoring tends to be

assessment that Oral and Aural Test instrument is relatively subjective without
requires actual Projects, etc. easy rubrics
demonstration of Measure behavior that Administration is time
skills or creation of cannot be deceived consuming
products of
learning
 Assessment in Learning PSU-Española Campus

Mode of Assessment

Mode Description Examples Advantages Disadvantages

Portfolio A process of Working portfolios Measures students Development is time

gathering multiple Show portfolios growth and consuming
indicators of Documentary development Rating tends to be
student progress to portfolio intelligence-fair subjective without
support course rubrics
goals in dynamic,
ongoing and
collaborative
process