ASSESSMENT

IN
LEARNING 1
ASSESSMENT
- is rooted in the Latin word assidere, which means “to sit beside
another”
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
ASSESSMENT IN LEARNING
The systematic and purpose-oriented collection,
analysis, and interpretation of evidence of student
learning
To use evidence on student learning to further
promote and manage learning
ASSESSMENT IN LEARNING CAN BE
CHARACTERIZED AS:

a process
based on specific objectives
from multiple sources
MEASUREMENT EVALUATION

 process of quantifying the  making value judgments

attributes of an object  making decision of judgment
 actual collection of information on student learning
on students learning
TESTING

refers to the use of a test or battery of tests to

collect information on student learning over a
specific period of time.
OBJECTIVE FORMAT

provides for a more bias-free scoring as the

test items have exact correct answers.
TABLE OF SPECIFICATION (TOS)

a table that maps out the essential aspects of a test

 is used in the design and development of a test.
ASSESSMENT AND GRADING

defined as the process of assigning value to the

performance or achievement of a learner based on
specified criteria or standards.
GRADING

is a form of evaluation which provides information

on whether a learner passed or failed a subject or a
particular assessment task.
MOST COMMON PSYCHOMETRIC
THEORIES

classical test theory (CTT)

item response theory (IRT)
CLASSICAL TEST THEORY (CTT)

known as the true score theory

explains the variations in the performance of examinees
on a given measure is due to variations in their abilities.
CLASSICAL TEST THEORY (CTT)
provides an estimation of the item difficulty based on
the frequency or number of examinees who correctly
answer a particular item
items with fewer number of examines with correct
answers are considered more difficult.
TEST RELIABILITY

can also be estimated using approaches from CTT

Item analysis based on CTT has been the dominant
approach because of the simplicity of calculating the
statistics
ITEM RESPONSE THEORY (IRT)
analyzes test items by estimating the probability than an
examinee answers an item correctly or incorrectly
it is assumed that the characteristic of an item can be
estimated independently of the characteristic or ability of
the examinee and vice-versa
WHAT ARE THE DIFFERENT
TYPES OF ASSESSMENT IN
LEARNING?
FORMATIVE ASSESSMENT

refers to assessment activities that provide information to both

teachers and learners on how they can improve the teaching-
learning process
it is used at the beginning and during instruction for teachers to
assess learners’ understanding
SUMMATIVE ASSESSMENT

are assessment activities that aim to determine learners’ mastery

of content or attainment of learning outcomes
provide teachers with information about the effectiveness of
their teaching strategies and how they can improve their
instruction in the future
DIAGNOSTIC ASSESSMENT

aims to detect the learning problems or difficulties of the

learners so that corrective measures or interventions are
done to ensure learning
PLACEMENT ASSESSMENT

is usually done at the beginning of the school year to

determine what the learners already know or what are
their needs that could inform design of instruction
TRADITIONAL ASSESSMENT

refers to the use of conventional strategies or tools to

provide information about the learning of students
often used as basis for evaluating and grading learners
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
WHAT ARE THE DIFFERENT
PRINCIPLES IN ASSESSING
LEARNING?
1. ASSESSMENT SHOULD HAVE A
CLEAR PURPOSE

Assessment starts with a clear purpose.

2. ASSESSMENT IS NOT AN END IN
ITSELF

Assessment serves as a means to enhance

student learning.
3. ASSESSMENT IS AN ONGOING,
CONTINUOUS, AND A FORMATIVE
PROCESS.
Assessment consists of a series of tasks and
activities conducted over time.
4. ASSESSMENT IS LEARNER-
CENTERED
Assessment is not about what the teacher does
but what the learner can do.
5. ASSESSMENT IS BOTH PROCESS-
AND PRODUCT-ORIENTED

Assessment gives equal importance to learner

performance or 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.
7. ASSESSMENT REQUIRES THE USE OF
APPROPRIATE MEASURES

Assessment tools or measures used must have

sound psychometric properties, including, but
not limited to, validity and reliability.
8. ASSESSMENT SHOULD BE AS
AUTHENTIC AS POSSIBLE

Assessment tasks or activities should closely, if

not fully, approximate real-life situations or
experiences.
ACTIVITY