Assessment

Assessment
“Was the instruction effective?”

• The term assessment is derived from the Latin assidere

which means “to sit beside” (Wiggins, 1993)
• The systematic and purpose-oriented collection, analysis
and interpretation of evidence of student learning in
order to make informed decision relevant to the learners
(David, et al., 2020)
• Test gives a snapshot while assessment gives a bigger
and more comprehensive picture
 Maximum Performance
• “what people can do”
• It is used to determine what individuals can do when
performing at their best
• Answers can be judged as right or wrong

Nature of
Typical Performance
Assessment
• “what people will do”
• It is used to determine what individuals can do under
natural conditions
• Answers are neither right nor wrong

“It’s not his (Labron James) maximum performance that makes him great, it’s his
typical performance” – Adam Grant
 Maximum Performance
• “what people can do”
• It is used to determine what individuals can do when
performing at their best
• Answers can be judged as right or wrong

Nature of
Typical Performance
Assessment
• “what people will do”
• It is used to determine what individuals can do under
natural conditions
• Answers are neither right nor wrong

“It’s not his (Labron James) maximum performance that makes him great, it’s his
typical performance” – Adam Grant
Purposes of
Assessment
• Assessment for Learning
• Assessment of Learning
• Assessment as Learning
Assessment FOR Learning
• To enable teachers to determine next steps in advancing student
learning
Assessment AS Learning
• To guide and provide opportunities for each student to monitor and
critically reflect on his/her learning, and identify next steps
Assessment OF Learning
• To certify or inform parents or others of student’s proficiency in
relation to curriculum learning outcomes
Summary
• AfL
• Improve and ensure learning
• AoL
• For evaluation
• AaL
• Self-assessment/metacognition
Roles of
Assessment
Roles of Assessment
• Formative
• To acquire information on the current status and level of learners’ knowledge
and skill
• Diagnostic
• Use to identify specific learners’ weaknesses or difficulties that may affect
their achievement of the intended learning outcomes
• Evaluative
• To measure learners’ performance for the purpose of making judgement
Roles of Assessment
• Facilitative
• For teachers to reflect and adjust; for students to monitor, evaluate and
improve
• Motivational
• Can serve as a mechanism for learners to be motivated and engaged in
learning and achievement.
Principles in
Assessing
Learning
Principles in Assessing Learning
• Assessment should have a clear purpose.

• Assessment is not an end in itself.

• Assessment is an on-going, continuous, and a formative process.

• Assessment is learner-centered.
Principles in Assessing Learning
• Assessment is both process- and product-oriented

• Assessment must be comprehensive and holistic

• Assessment requires the use of appropriate measures

• Assessment should be as authentic as possible

Evaluation How good is it?

• The process of judging the quality of a performance or course of

action (Russel & Airasian, 2012)
• Comes in after the data had been collected form an assessment task
 1 = evaluation that does not
involve measurement or tests
(e.g. observation)

Evaluation 2 = non-test measures for

Measurement
evaluation (e.g. class rank)

Test 3 = covers the three areas

1 2 3 4 5 4 = non-evaluative test measures

(e.g. scores in a correlational
study)

5 = non-evaluative, non-test
measures (e.g. numerical codes to
responses in a research study)
https://images.app.goo.gl/AdPuEUgWqqLPbNSL6
https://images.app.goo.gl/WG8gsBkJjqV8QpGk8
“assessment subsumes measurement
and instigate evaluation”
Assessment

Evaluation

Measurement
Activity
• Give the relevance of assessment to the following:
• Students
• Teachers
• Parents
• Administrators and Program Staff
• Policymakers

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