ASSESSMENT IN LEARNING

ASSESSMENT
• assessment is rooted in the Latin word assidere, which means “to sit
beside another”.
• Assessment is generally defined as the process of gathering
quantitative and/or qualitative data for the purpose of making
decisions.
• vital to the educational process similar to curriculum and instruction.
• Schools and teachers will not be able to determine the impact of
curriculum and instruction on students or learners without assessing
learning
Assessment is the process of collecting evidence of
students’ performance over a period of time to
determine learning and mastery of skills
(Corpuz, et. al., 2017)
 Assessment is a term that pertains to different ways
that the teacher should adapt in gathering information
since student learning requires the use of a good
number of techniques for measuring achievement
(Linn, 2003)
Measurement and Evaluation

Measurement is defined as the process of

assigning numbers to the individual’s achievement,
intelligence, personality, attitudes and values. It is used
to quantify the students’ gained knowledge through
the use of tests, questionnaire, rating scales, checklists
and other devices. It is also used in getting objective
information about the student’s performance.
Evaluation is the process of providing information
that will help in making judgement about a particular
situation. To adopt, reject or revise what has been
evaluated is the outcome of evaluation.
Evaluation occurs after the information has been
collected since it is the proper time for the teachers to
formulate judgement about the performance of the
students.
Types of Assessment in Learning
1.Beginning of Instruction
2.During Instruction
3.End of Instruction
1. Beginning of Instruction
Placement assessment is used to determine what
the learners already know or what are their needs that
could inform design of instruction. Its purpose is to
determine the prerequisite skills, degree of mastery of
the course objectives and the best mode of learning.
2. During Instruction
During the instructional process, the main
concern of a classroom teacher is to monitor the
learning progress of the students. Teacher should
assess whether students achieved the intended
learning outcomes set for a particular lesson.
Formative assessment refers to assessment
activities that provide information to both
teachers and learners and learners on how they
can improve the teaching-learning process. This
type of assessment is formative because it is used
at the beginning and during instruction for
teachers to assess learner’s understanding.
Diagnostic assessment aims to detect
the learning problems or difficulties of the
learners so that corrective measures or
interventions are done to ensure learning.
3. End of Instruction

Summative Assessments are assessment

activities that aim to determine learner’s 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.
Traditional vs Authentic Assessment
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.
Traditional assessments are often used as basis for
evaluating and grading learners. They are more commonly
used in classrooms because they are easier to design and
quicker to be scored.
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.
The authenticity of assessment tasks is best described in
terms of degree rather than the presence or absence of
authenticity. Hence, an assessment can be more authentic or
less authentic compared with other assessments. The most
authentic assessments are those that allow performances that
most closely resemble real-world tasks or applications in real-
world settings or environments.
Principles in Assessing Learning
1. 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 the
purpose that has been set.
2. Assessment is not an end 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
should lead to decisions that will allow improvement of the
learners.
3. 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. Continuous feedback is an important element
of assessment. must be specific. “Good work!” is positive
feedback and is welcome but actually not a very good
feedback since it is not specific.
4. 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.
5. 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.
6. 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.
7. 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. Appropriate measures also mean
that learners must be provided with challenging but age- and
context-appropriate assessment tasks.
8. Assessment should be as authentic as possible.
Assessment tasks or activities should closely, if not
fully, approximate real-life situations or experiences.
Authenticity of assessment can be thought of as a
continuum from least authentic, with more authentic
tasks expected to be more meaningful for learners.