ASSESSMENT of LEARNING

IN TIMES OF PANDEMIC
By:
SHERILE ANN B. TAPALLA
ASSESSMENT
“The word assess comes from the Latin
assidere, which means to sit beside.
Literally then, to assess means to sit
beside the learner.”
What is assessment of learning?

 Assessment is the process of gathering and discussing information

from multiple and diverse sources in order to develop a deep
understanding of what students know, understand, and can do with their
knowledge as a result of their educational experiences; the process
culminates when assessment results are used to improve learning.
 Assessment of learning occurs when teachers use evidence of student
learning to make judgements on student achievement against goals and
standards (summative assessment)
What is assessment of learning?
 Assessment plays an important role in the process of learning and
motivation. The types of assessment tasks that we ask our students to
do determine how students will approach the learning task and what
study behaviors they will use.
 Assessment then becomes a lens for understanding student learning,
identifying invisible barriers, and helping us to improve our teaching
approaches.
 Assessment provides important data on the breadth and depth of
student learning. Assessment is more than grading. It’s about measuring
the progress of student learning. Thus, assessment is defined as a
“process of gathering data to better understand the strengths and
weaknesses of student learning” (Harris and Hodges, 1995).
What is the importance of assessment in the
teaching-learning process?
 Assessment is an integral part of instruction, as it determines
whether the goals of education are being met. Assessment
affects decisions about grades, placement, advancement,
instructional needs, curriculum, and, in some cases, funding.
 Assessment is a key component of learning because it helps
students learn. When students are able to see how they are
doing in a class, they are able to determine whether or not
they understand course material. Assessment can also help
motivate students.
What is the importance of assessment in the
teaching-learning process?
 Assessment should integrate grading, learning, and motivation for
your students. Well-designed assessment methods provide valuable
information about student learning. They tell us what students
learned, how well they learned it, and where they struggled.
 Given the importance of assessment for student learning, it is
important to consider how to best measure the learning that you
want your students to achieve.Good assessments allow you to answer
the question,
 “What was it that my students learned in my course/subject?”
What is the difference between Assessment OF learning
and Assessment FOR learning
• Assessment OF learning involves looking at assessment
information at the end of the teaching and learning process to
rank students' achievement levels against a standard.
• Assessment FOR learning embeds assessment processes
throughout the teaching and learning process to constantly adjust
instructional strategy.
What are the types
of assessment?
What are the types of assessment?
Summative assessment
Formative assessment
Evaluative assessment
Diagnostic assessment
Norm-referenced assessment
Performance-based assessments
Selective response assessment
Authentic assessment
Criterion-referenced assessment
Written and Oral Assessment
Summative Assessment
Summative comes from the word summary. The summative assessment
arrives at the very end of the learning sequence and is used to record the
students’ overall achievement at the end of learning. The primary objective
summative assessment is to measure a student’s achievement post
instructions or learnings.
Examples of summative assessment are midterms and final papers and
examinations which give overall knowledge test of the student at the end of
the learning. The summative assessment gives an insight into an overall
scenario of the understanding of the student regarding particular learning or
a topic. Summative assessment helps to answer the questions like what
happened and what went wrong at the end of the learning.
Formative Assessment

Formative assessment includes a variety of formal and informal assessment

procedures which are used by teachers in the classroom so that they can modify
the teaching an improve the student’s attention retention and his learning activity.
Formative assessment survey in throughout the learning process and usually
determined the performance of the student during the learning, unlike summative
assessment which determines the performance at the end of the learning.
The primary objective of formative assessments is to involve the attention of
the students and help them achieve their goals. It is performed in the classroom
and determines the strengths and weaknesses of students. The routine question
during the teaching of a lesson is an example of formative assessment.
Formative assessment is positive in its intention such that it is directed towards
promoting learning and hence it is an integral part of teaching.
It helps in addressing individual or group deficiencies by identifying it.
Evaluative assessment

This is concerned only with evaluating assessment. The overall

idea is to evaluate the assessment in the school or in the system or
in the department. Evaluation of candidates helps in assessing and
judging whether the candidates are capable enough for the learning
program. Evaluative assessment is done only with the aim of
evaluating and grading the candidates..
Diagnostic Assessment

When the objective is to identify individual strengths and areas

of improvement diagnostic assessment is the one that is used. It
helps to inform next steps in the assessment bike including the
strengths and weaknesses areas of improvement and other
characteristics. Unlike Evaluative assessment, diagnostic assessment
does not aim to grade the candidates but rather it helps in
diagnosing the issue after which the teacher can take steps to
address it.
Norm-referenced tests (NRT)

Robert Glaser coined the term Norm-Referenced Test.

Norm-referenced tests commonly known as NRT tests is used to assess or evaluate with the aim of
determining the position of the tested individual against a predefined group on the traits being
measured. The term normative assessment means the process of comparing one test taker to his
seniors or peers.
The primary objective behind this test is to determine whether the test taker has performed better
or worse than the other test takers which in turn determines whether the test taker knows more or
less than the other test takers. Comparison by benchmarking is the method used in NRT.
The primary advantages that this kind of test can provide information about an individual vis-a-
vis the reference group while disadvantage includes the reference group may not represent the
current population of interest since most of the norms are misleading and therefore do not stay
over a period of time. This test also does not ensure if the test is valid in itself. Norms do not mean
standards which is another disadvantage of this test.
Performance-based assessments

This is also known as education assessment in which the skills, attitudes, knowledge,
and beliefs of the student are checked to improve the standard of learning. The
assessment year used at times done with the test but not only confirm to tests and it can
extend to class or workshop or real-world applications of knowledge used by the student.
It is further divided into few subtypes such as:
• Initial and diagnostic assessment
• Objective and subjective assessment
• Referenced and norm-referenced Assessment
• Informal and formal assessment
• Internal and external assessment

Examples would include multiple choice questions approach and answers as a post to the
traditional responses which are normally done in writing a report.
Selective response assessment

This refers to the objective assessments including multiple choice true or

false and matching questions. It is a very selective effective and efficient
method to measure the knowledge of students and is also the most common
method of assessment for students in the classroom.
Selective response assessment determines the exact amount of knowledge
that the student has and also provides an insight into the skills the student has
acquired over the time of learning.
Authentic assessment

Intellectual assessments that are worthwhile significant and substantial are

measured by authentic assessment. In contrast, to standardize tests authentic
assessment provides deep insights about the student.
It focuses to enable the skills of students to demonstrate their capabilities
and competencies in a more authentic setting. Like the performance of a
particular skill or demonstrating a particular form of knowledge assimilation
and role plays or strategic and selecting items. Authentic assessment helps to
determine and develop the problem-solving skills that are required out of
school. Case studies are one of the common examples of authentic assessment.
Criterion-referenced tests

This kind of assessment determines the performance of student against a fixed set of
pre-determined and agreed upon criteria or the learning of students. Unlike norm-
referenced test here without reference is made against a particular criterion other than
a benchmark or a human being or another student.
While criterion-referenced assessment will provide whether or not the answer is
correct the norm-referenced assessment will provide information on whether the
answer is better than student number 1 is worse than student number 3.
The comparison here is not against a person or fellow competitor is what is the
biggest advantage of criterion-referenced assessment over norm-referenced
assessment. While the earlier assessment provides the exact running status of student
the latter one provides the running status of a student with respect or in comparison to
others.
Written and Oral Assessment

These include projects, term papers, exam papers, essays etc. The primary
objective behind the written assessment is to determine the knowledge and
understanding of the student. Written assessments are performed under the
supervision of the teacher and the questions are given on the assessment day
with limited time to answer the questions.
Written assessments are one of the most popular methods in Summative
Assessment. Oral assessments, on the other hand, involve the evaluation of
the candidates orally. They are evaluated for the knowledge with their verbal
answers. Questions can be elaborative or objective or a combination of both.
Principles of Assessment
Fairness

• The Fairness principle is based on the individual learner’s needs being

considered during the assessment process.
• This principle aims to create an environment of equality and provide
learners with access to training, and that those learners that require
additional assistance are not disadvantaged in the process. Essentially, it
creates a level playing field.
Flexibility

The Flexibility principle, much like the Fairness principle, involves considering
the various needs of individual learners during the assessment process.
Assessment is flexible and considers the individual learner by:
 Reflecting their needs
 Assessing their skills no matter how or when they were acquired
 Considering a range of assessment methods and using those that best
fit the context, unit, assessment requirements and the individual learner
Assessment should allow for these considerations to be made. This can
include the ability to submit photos, audio recordings, and video evidence as
well as enable learner interaction with different mediums such as drawing
boards, visual aids, and sound recordings as part of the assessment process.
Validity
The Validity principle ensures that the decision is based on evidence of performance.
Essentially, it means that the assessment process does what it claims, assesses the competency
of the individual learner. In order for this process to be valid, the following is required:

Assessments cover the broad range of skills and knowledge required for competent
performance

Assessment of knowledge and skills is integrated with practical application

Assessment concludes that the learner can demonstrate skills and knowledge when required

Competence is based on learner performance being aligned to unit/s of competency and
assessment requirements

Assessment must adequately cover all requirements of each unit, and be able to confirm
repeatability of performance. To be valid, the assessment must not omit anything from the
unit, nor expect anything above and beyond unit requirements.
Reliability
The Reliability principle refers to the consistency of RTO Assessment
outcomes, meaning that given the same conditions for the same unit of
competency, all assessors should reach the same conclusion regarding
the competency of the learner.
Assessment should provide guidance for assessors in this regard, with
instructions to guide their judgement on performance and answers to
assessment questions. Providing assessors with written questions and
answers, as well as making space for the assessor to make comments
on assessment criteria allows to demonstrate the reliability of each
learner’s assessment.
How do you assess learner?
How do you assess learner?
Information about student learning can be assessed through both direct
and indirect measures. Direct measures may include homework, quizzes,
exams, reports, essays, research projects, case study analysis, and rubrics for
oral and other performances.
When providing synchronous remote instruction, teachers can assess
students' work similar to in-person methods, such as asking questions, using
real-time formative assessment tools and games, or having students submit
writing samples through chat.
DIGITAL QUIZZES

• Google Forms create both formative and summative assessments. The quiz
feature allows teachers to control how the questions are presented and can
program a lock screen to start once an assessment begins so that students
cannot open or connect to any other windows. (This works only with students
using tech devices managed by your school network.)
• Another nice feature of Google Forms is that it will grade multiple choice
answers, and release grades to students via email once you’ve marked their
written answers. With distance learning students, Google Forms in conjunction
with Google Meets, set up each of distance learning students with their own
Google Meet, then ask them to share their screen and turn on their camera
throughout the entirety of the assessment.
• Using Google Forms and Meets together allows me to assess some of students
at the same time. This practice has worked so well in various classes at our
school that we just decided to use it as a method of assessing distance
learners for final exams.
HIGHER ORDER THINKING ASSIGNMENTS

• Asking students to apply higher order thinking skills from Bloom’s taxonomy,
like analyzing, evaluating, or creating, allows for more student engagement
and authentic assessment of both in-class and distance learners.
• Assessments have worked well for both types of learners include: analyzing
and creating media products using principles of persuasion, practicing self-
evaluation of literacy skills and goal setting through metacognition, and
creating digital stories.
• Each of these rich assessment tasks pushed students to use higher order
thinking skills, but also allowed assessments to be multidimensional. I wasn’t
focusing on one skill—the interdisciplinary nature of the assignments allowed
for a balanced assessment in a variety of categories. This saved me time in
terms of assessing one final submission instead of multiple smaller tasks,
allowed me to work through the creative process with students, and allowed
for a variety of assessment strategies (conversation, observation, product).
DIGITAL WRITING DISCUSSIONS

• Google Docs lets you observe the progress of, and comment on, student written assessments in real time or
asynchronously: You can retrieve past versions of a document and see who has contributed to it by using the
version history feature.

• For written assignments, I use all of these features, reviewing assessments as students are working on them and
using the comment feature to provide feedback if appropriate. When supporting students in the classroom or
online, this feature allows me to check in on them and share feedback in real time, by using the comment or
editing tool as long as they have shared their document with me and allowed editing privileges.

• Once a document is submitted, I will also often check up on the version history. This is especially useful when
students are working in a group situation, and allows me to see who has contributed to a document, and in what
context. It’s also a great way to ensure that students’ written work is authentic, and not copy-and-pasted from
another source or created by someone other than the owner of the document.

• If I’m assessing students summatively in a testing situation, I also use Google Meets in conjunction with this
application, just as in quiz situations, and I ask that students not only allow me editing access but also project
their screen and keep their camera on while completing the test.
ONE-ON-ONE CONFERENCES

• A conference is a prescribed conversation with a student or students on a topic you’d like

to assess. Holding one-on-one and small-group conferences is a good way to build
relationships, and it provides an opportunity for immediate correction of errors or
reteaching of material if students need it. Conferencing can also raise an early red flag
regarding student progress, allowing you to respond to a problem immediately, rather
than at the end of a unit.

• The central assessment benefit to conferences in hybrid and distance learning is finding
out exactly what students know and what they can do—there’s no internet or parent to
give them hints, so you can get a clear snapshot of students’ knowledge and skills.

• To make conferencing work, you need to have a goal in mind. What skills are most critical
at this moment? What skills are your students struggling with the most? Having a purpose
that is clear to you and the students will make your conferences truly effective.
 Finding strategies to consistently and fairly assess distance
learners is paramount to ensuring equity and legitimacy in our
new classroom environments, whether they be online, in class, or
a combination of both..
Quotation

“The primary purpose of assessment is to improve student

learning”
- Anne Davies, PhD