01 Principles of

Assessing Learning

CONTENTS 02
Different
Classifications of
Assessment
Principles in Assessing Learning
Assessment should have a clear purpose.

Assessment is not an end itself

Assessment is an ongoing, continuous, and a formative

process

Assessment is learner-centered
Principles in Assessing Learning
Assessment is both process-and product-oriented.

Assessment must be comprehensive and holistic.

Assessment requires the use of appropriate measures.

Assessment should be as authentic as possible.

Assessment should have a clear purpose

01
Starts with a clear purpose

02
Methods should be based on
the purpose

03
Interpretation should be
aligned with the purpose
Assessment is not an end itself

01
Serves as a means to
enhance student learning
02
Not a simple recording of
what learners know and do
not know
03
Should lead to decisions
that allows improvement
Assessment is an ongoing, continuous, and a formative process.

01
Consists of series of tasks

02
Should be cumulative

03
Continuous feedback is
important
Assessment is learner-centered

01
About what the learner
can do
02
Provides understanding on
how they can improve
teaching
Assessment is both process-and product-oriented

01
Equal importance to learner
performance and the process
they engage
Assessment must be comprehensive and holistic

01
Using a variety of
strategies and tools
02
Conducted in multiple
periods over time
Assessment requires the use of appropriate measures

01
Must have sound
psychometric properties
02
Provided with challenging
but age-and context-
appropriate tasks
Assessment should be as authentic as possible
01
Approximate real-life
situations or
experiences
02
Continuum from least
authentic to most authentic

03
More meaningful for
learners
What are the different
classifications of
assessment?
 Purpose
Educational vs Psychological

Form
Paper-and pencil vs Performance
Function based
Teacher-made vs Standardized

Kind of Learning
Achievement vs Aptitude

Ability
Speed vs Power
Interpretation of Learning
Norm-referenced vs Criterion-referenced
 Purpose

Educational Psychological
Tracking the growth of Determine cognitive
learners and grading their and non-cognitive
performance
characteristics
 Form

Paper-and-pen Performance-based
Require a single Use complex and

correct answer integrated skills

 Function

Teacher-made Standardized
Used for classroom Have fixed directions

purposes for administering and

scoring
 Kind of Learning

Achievement Aptitude
Measure what learners Characters that
have learned after influence person’s
instruction behavior
 Ability

Speed Power
Consists of easy items Items with increasing
difficulty
 Interpretation
of
Learning

Norm-referenced Criterion-referenced
Interprets result using Interprets based on a
the distribution of given set of standards
scores
The following guide questions are used when deciding
the purpose, form, and interpretation of assessment:

01
What information do you want to obtain from your learners?

02
What is the specific learning target that you want to assess?

03
Are you assessing learning progress or what learners have
learned?
04
Given your specific learning target, which form of assessment is
appropriate?
05
How will you interpret the results if you do not have a set of norms?

06
Is there an available instrument to determine the information you
want to know about your learners?
THANK YOU