PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

Masinloc Campus
MASINLOC CAMPUS

1
S C
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Assessment of Learning Applied in

Music Education

JEFFREY N. ELAD
Instructor
I. CLASSROOM ASSESSMENT
 is a joint process that involves both teachers and learners.
 It is integral part of teaching and learning.
 Must recognize the diversity of learners inside the classroom.
 Recognition and deliberate consideration of the learners’ zone of proximal development (Vygotsky 1978).
 Appropriate assessment is committed to ensure learner’s success in moving from guided to independent
display of knowledge, understanding, and skills, and to enable them to transfer this successfully in future
situations.
 Assessment facilitates the development of learners’ higher-order thinking skills and 21st- century skills.
 Acknowledges the unity of instruction and assessment.
 Assessment is part f day-to-day lessons and extends the day-to-day classroom activities that are already in
place in the K to 12curriculum.
II. ASSESSMENT

 Assessment is defined as a process that is used to keep track of the learners' progress in relation to
learning standards including that of the development of 21st century skills.

 to promote self-reflection and personal accountability among students about their own learning

 And to provide bases for the profiling of student performance on the learning competencies and
standards of the curriculum.

 Various kinds of assessments shall be used appropriately for different learners who come from diverse
contexts, such as cultural background and life experiences.
III. ASSESSING LEARNING

DepEd Order No. 8, s. 2015

the Policy Guidelines on Classroom Assessment for the K-12 to Basic

Education Curriculum.
III. ASSESSING LEARNING
III. ASSESSING LEARNING
There are two fundamental types of assessments-the formative and the
summative assessments.

Formative Assessment can be viewed in two lenses. It is an assessment for learning on the lens of the
teacher, while an assessment as learning on the lens of the learner. Formative assessment can be given at any
time, before, during, and after the lesson; it is also not confined within the classroom because any interaction
with the learner is opportunity to assess the learner's abilities. The United Nations Educational, Scientific and
Cultural Organization (UNESCO) Program on Teaching and Learning for a Sustainable Future defines
formative assessment as an ongoing and closely related to the learning process. It is characteristically
informal and intended to help the student identify his/her strengths and weaknesses in order to learn from the
assessment.
III. ASSESSING LEARNING

Summative Assessment

is the assessment of learning. This assessment is always given at the end of a unit or toward the end of a
period because it aims to measure what the learners have acquired after the learning process as
compared with the learning standards. The results will be used for decisions about future learning or job
sustainability. For UNESCO, the judgments derived from this assessment are more beneficial for others
than to the learners.
II. TRADITIONAL ASSESSMENT

For so long, the most widely used measure to describe the learners' achievement and
performances is traditional assessment. Traditional assessment is formal and often
standardized. In administering the traditional assessment, the learners are given the exact
procedures of administering and scoring. It is also described as a single occasion measure,
uni-dimensional timed exercise that usually in multiple-choice or short-answer form. The
traditional assessment measures are the most widely used measure of a student's learning
and measure of success in educational goals, and it is still considered relevant and
acknowledged to be valid assessment measures.
II. TRADITIONAL ASSESSMENT

The following are the most widely used traditional assessment tools that can be used in class.

1. True or False Test. True or False items require a students to make decisions and find out which of
two potential responses is true. This measure is easy to score and easy to administer, but guessing
the answer has a 50% chance of success.

2. Multiple-choice Test. This type of test is commonly utilized by teachers, schools, and assessment
organizations for the following reasons (Bailey, 1998):

a. Fast, easy, and economical to score. Machine can be used in scoring.

b. This measure can be scored objectively, thus giving an impression of being most fair and/or
more reliable than other form of test.
c. As compared with True or False test, the multiple choice test reduces the chances of the
learners guessing the correct items.
II. TRADITIONAL ASSESSMENT

3. Essay
Essay is an effective assessment tool because the answer is flexible, and it measures higher-order learning
skills-written communication and organization of ideas. However, it is not a practical measure because it is
difficult and time consuming to score. Another issue is the subjectivity in scoring, hence creating a rubric is
necessary to evaluate the output (Simonson et al ., 2000). The rubric is a "criteria-rating scale" which gives the
teachers a tool that allows them to track student performance. The teacher has an option to create or adopt a
rubrics depending on their instructional needs.

4. Short-answer Test
In a short-answer test, the items are written either as a direct question requiring the learner to fill in a word
or phrase or as a statement in which a space has been left blank for a learner to fill in a brief written answer. The
question needs to be precise; otherwise, the items that are open to interpretations allow the learners to fill in
the blanks with any possible information.
III. AUTHENTIC ASSESSMENT

Authentic assessment is also known as the "performance assessment" or "performance task"

where the students must complete real-life activities (e.g ., preparing memo or policy
recommendation), which involves reviewing and evaluating a series of documents.
Performance assessment measures the demonstrated ability to interpret, analyze, and
synthesize information (P21, 2019; Silva, 2009).
IV. DESIGNING LEARNING PORTFOLIO

Portfolio assessment is an example of authentic and nontraditional assessment of learning. The use of portfolio
assessment is an answer to the need for continuous assessment in the course of day-to-day instruction that
traditional assessment, like standardized testing, cannot address.

The portfolio assessment can measure a variety of skills that is not measurable by single testing of traditional
assessment. The portfolio can be in written, oral, and graphics outputs set and developed by the learners themselves.
These outputs have some degree of quality that cannot be measured by traditional tests.

Portfolio develops awareness of one's own learning. Knowing the criteria of the content and assessment, the
learner can always refer to these in each stage to verify the progress in achieving the set of objectives and goals.
Furthermore, it also aims to develop independent and active learning.

Portfolio assessment can address the heterogeneous groupings of the learners because part of the objectives is
to exhibit the unique and personal effort, development, and growth of each learner. This flexibility is also a way to
provide opportunities to demonstrate their abilities in a personal preferential manner.
IV. DESIGNING LEARNING PORTFOLIO
Purposes of Learning Portfolio

• Portfolio guides the learner and the teachers to set and establish goals aligned in the learning
objectives.
• The process of portfolio ensures the active participation of a learner and helps the learner to
examine his/her growth and development over time.
• The portfolio processes provide chances for self-evaluation and reflection.
• Portfolio enhances the student's learning and current achievement and showcases and documents
the development and growth in more a contextualized approach.
• Portfolio can evaluate teaching effectiveness. Portfolio provides flexibility in curriculum and
instruction planning because it highly considers the developmental domains of the learners and the
contents of the subject matter.
• Portfolio can help evaluate and improve the curriculum.
• Portfolio reinforces hands-on and concrete experiences. .
• Portfolio can motivate parents and other stakeholders to become involved in the learner's evaluation
plan.
IV. DESIGNING LEARNING PORTFOLIO

Types of Learning Portfolio

1. Documentary and improvement Portfolio. reflecting This involves the a students' collection learning of work and
over identified time, showing outcomes. It is also called growth portfolio.
2. Process Portfolio. This demonstrates all facets or phases of the learning process, hence the arrangement is based
on the learner's stages of metacognitive processing. This portfolio contains reflective journals, think logs, and other
related pieces of evidence.
3. Showcase Portfolio. This is the kind that shows only the best of the students' output and products.
4. Evaluation Portfolio. This includes some work that was previously been submitted.
5. Class Portfolio. This contains a student grade and evaluative assessment of the student by the teacher.
6. Ideal Portfolio. This contains all the work a student has completed.

In deciding the type of portfolio, the teacher needs to consider the level of the course, the age of the student, and the
portfolio that will be used and evaluated.
IV. RUBRICS FOR ASSESSMENT

Rubric

Is a grading guideline that teachers use to define what a student is

expected to learn the quality of the work the students should produce.