Chapter 1: Assessment of
Student’s Learning
in the Philippine Setting
Objectives:
At the end of this lesson, the students are
expected to:
• Define what are assessment and learning;
• Identify the different modes of assessment;
and
• Clarify the types of evaluation procedures.
Assessment & Learning
Assessment
Is a scientific process of determining the present state
or condition of a scientific and definite phenomenon
with the purpose of imposing activites, for
development and improvement.
Assessment & Learning
Learning
Refers to the sequential process of transmitting to and
possessing of knowledge on the basic educational
domains along cognitive, affective and psychomotor of
certain individual or group.
What is the purpose of
assessment?
Basic in the assessment prices is the purpose of conducting
it. The teacher must be clear with the direction and
activities in line with the purpose of determining how far
or how less the students have progressed and what can they
may be in the next level of learning.
What educational objectives shall be
the focus of assessment?
In ensuring of meeting the purpose, the teacher
shall identify and prioritize the instructional
objectives that were covered in the entire period.
What assessment tools shall be used?
Each of the assessment tools has its specific use
and purpose. Important in designing an
assessment program is the determination of the
kind of tool that elicits the required data that truly
address the purpose.
Modes of Assessment
Mode Description Examples Advantages Disadvantages
Traditional The objective paper-and- • Standardized Tests • Scoring is objective • Preparation of
pen test which usually • Teacher-made Tests • Administration is easy instrument is time-
assesses low-level thinking because students can consuming.
skills. take the test at the • Prone to cheating.
same time.
Performance A mode of assessment that • Practical Test • Preparation of the • Scoring tends to
requires actual • Oral and Aural instrument is relatively subjective without
demonstration of skills or Tests easy. rubrics
creating of products of • Projects • Measures behaviors • Administration is
learning. that cannot be time consuming.
deceived.
Portfolio A process of gathering • Working Portfolios • Measures student’s • Development is
multiple indicators of • Show Portfolios growth and time consuming.
student progress to support • Documentary development. • Rating tends to be
course goals in dynamic, Portfolios • Intelligence-fair. subjective without
ongoing and collaborative rubrics.
process.
Educational Paradigm Shift from
Traditional to New
Traditional New
Teaching is a technical process. Teaching is facilitating learning.
Teacher acknowledges technical Teacher’s knowledge is essential, complex
knowledge applicable to all learners and problematic; and the applicability
and contexts. varies across learners and context.
Teaching involves consistent Teacher involved reflective and flexible
application of technical knowledge. application of technical knowledge that
brings best about individual student
learning.
Effective application of teacher Effective teaching is determined within the
knowledge is dependent on the limits and opportunities found in the present
prerequisite inputs in teaching and existing learning environment.
environment.
Assessment, Measurement
& Evaluation
• Assessment
Means of knowing the state of student learning in
terms of what he knows and can do with reference
to the purpose of learning tasks and objectives.
• Measurement
Constitutes a larger chunk of the entire process of
assessment when the purpose requires quantitative
data. This process involves leveling off and
quantifying the degree of the answers or responses of
the subjects.
• Evaluation
A process that uses the results of assessment for
decision-making on reviewing, revising and
redesigning or replacing courses of actions and
programs.
Four types of evaluation procedures
• Placement Evaluation
• Summative Evaluation
• Formative Evaluation
• Diagnostic Evaluation
Placement Evaluation
• Done before instruction
• Determines mastery or prerequisite skills.
• Not graded
Summative Evaluation
• Done after instruction
• Certifies mastery of the intended learning
outcomes.
• Graded
• E.g., quarter exams, unit or chapter tests,
final exams.
Formative Evaluation
• Reinforces successful learning
• Provides continuous feedback to both
students and teachers concerning learning
success and failures.
• Not graded
• E.g., short quizzes, recitations
Diagnostic Evaluation
• Determine recurring or persistent
difficulties.
• Searches for the underlying causes of these
problems that do not respond to first aid
treatment.
• Helps formulate a plan for a detailed
remedial instruction.
Challenge in Assessment
In the 21st century, students will become accountable to their own
“
learning. They will need to be able to measure and record their
own scores on assessments and evaluate their own progress.
-Marzano, 2012
end!
Reference: Rimmon Paren (2016). Assessment of Student Learning-Education in the
Philippines. Retrieved February, 2022, from
http://rimmon-educationalinthephilippines.blogspot.com/2016/02/assessment-of-student-le
arning.html?m=1
