Assessment and Learning

Assessment of Learning
Ice breaker!
 Assessment as Assessment in Assessment Current
01 02 03 04
an Integral Part the Context of for, of, and as Trends in
of Teaching Teaching Learning Assessment
Learning Tradition

Principles in
05
the Conduct of
Assessment

Content
 Assessment as an
Integral Part of
Teaching
“I enjoy teaching but assessing and correcting
papers reduce my love for teaching.”

01
 Introduction

As a student, you have been through a lot of assessments,

most of which if not all, you did not welcome. If you only
had a choice, you would not subject yourself to the
assessment process.
 Introduction

These just prove that several students have a negative

attitude toward assessment.
This Chapter dwells on assessment as an integral part of
teaching-learning.
Hopefully it will change your view and attitude of
assessment.
 Assessment in the
Context of Teaching
Learning
In the context of teaching-learning, we can
talk about diagnostic, formative and
summative assessment.

02
If you can’t explain it simply,
you don’t understand it well
enough.
Albert Eintsein
Diagnostic Assessment
 Diagnostic Assessment

This is a form of pre-assessment that allows a teacher to

determine individual student’s prior knowledge including
misconceptions before instruction. In short, it is primarily
used to diagnose what students already know and don’t yet
know in order to guide instruction.
 Diagnostic Assessment

The results of diagnostic assessment also provide a basis

for comparison to determine how much learning has taken
place after the learning activity is completed. This is
usually done by giving diagnostic pretests.
 Formative Assessment
Formative assessment takes place during instruction
(during the formative process) to provide the teacher with
information regarding how well the learning objectives of
a given learning activity are being met. In formative
assessment, teachers monitor student learning to get
ongoing feedback to improve their teaching and for
students to improve their learning.
 Formative Assessment

In formative assessment, students are helped to identify

their strengths and weaknesses and target areas that need
work. Likewise, teachers are also helped to recognize
where students are struggling and so address problems
immediately. It is evidence-based improvement of on-
going teaching-learning.
 Formative Assessment
How do teachers do formative assessment? Teachers can
determine students’ level of understanding while teaching
by asking students questions. A usual question that
teachers ask to find out if their students can follow the
lesson is “Did you understand?”. Class usually responds in
chorus “Yes, Ma’am” or “Yes, Sir”.
 Formative Assessment

A better way to check on students’ level of understanding,

however, is to find out if indeed they understood the lesson
by asking them questions or using other ways of formative
assessment.
 Summative Assessment

This is used to evaluate student learning at the end of a

defined instructional period. While formative assessment is
referred to as assessment for learning, summative
assessment is referred to as assessment of learning.
 Summative Assessment
It is assessment of learning typically at the end of a project,
unit, course, semester, program, or school year, after
diagnostic assessment, teaching and formative assessment
are done. It is a picture of how much learning took place
and to what extent the learning, chapter, unit or course
outcomes were attained. The results of summative
assessments are the bases for grades and report to parents.
 Summative Assessment
Summative assessments are done through paper-and-pencil
tests and non-paper-and-pencil tests.
 Assessment

Traditional Authentic
Paper-and-pencil tests: selected-response type or Non-traditional/ alternative/ performance assessment
constructed-response
Traditional Assessment

Traditional assessment includes the paper-and-pencil tests. Paper-

and pencil tests are either the selected-response type or constructed-
response.
 SELECTED- CONSTRUCTED-
RESPONSE TYPE RESPONSE TYPE

PAPER-AND-PENCIL
TEST (TRADITIONAL
ASSESSMENT)
 SELECTED- CONSTRUCTED-
RESPONSE TYPE RESPONSE TYPE

ALTERNATE
RESPONSE (TRUE
SHORT ANSWER
OR FALSE, YES OR
NO, ✓ OR X

MULTIPLE CHOICE ESSAY

PROBLEM
MATCHING TYPE
SOLVING
Authentic Assessment
Assessment is termed authentic because students' knowledge and
skill are assessed in a context that approximates the real world or
real life as closely as possible.
 Authentic Assessment
The term authentic assessment was coined by Grant
Wiggins (1993) a leading proponent of reform in testing.
The assessment requires student performance that models
realistic encounters in life in contrast to taking a written
test or writing an essay.
 Authentic Assessment
That is why authentic assessment is likewise called
performance assessment. Authentic assessment is also
known as non-traditional assessment and alternative
assessment. It is referred to as alternative assessment
because it offers students more choices than just taking a
paper-and-pencil test like multiple choice or an essay.
 Authentic Assessment
The word alternative implies that there is another way of
assessing learning other than the traditional or paper-pencil
test that we have been used to.
 Authentic Assessment
Authentic assessment can be in the form of students'
performance to display skills learned, mastery of a process
of procedure or in the form of a product or concrete output.
Some examples of performance are: a student is able to
dance tango, to dribble the ball, to send an email, to give a
report in class using Powerpoint, to set up an experiment,
to lobby at the Municipal Council.
 Authentic Assessment
Authentic assessment can be done also by assessing the
product of students' learning such as a haiku composed, a
pair of pants sewn, journal entries, writing samples, art
work, a research paper written, a videotaped interview; a
capstone project. Through capstone projects students
explore issues they are passionate about and work toward
finding solutions to problems.
 Assessment

Criterion-referenced Norm-referenced
Comparison of a student's performance against a criterion Comparison of a student's performance with the
of success which is the predetermined standard. performance of other students, the norm group.
 Criterion-referenced
In criterion-referenced assessment we compare a student's
performance against a criterion of success which is the
predetermined standard. With criterion-referenced tests,
each student's performance is compared directly to the
standard, without considering how other students
performed in the assessment.
 Criterion-referenced
Criterion-referenced assessment often use "cut scores" to
place students into categories such as "basic," "proficient,"
and "advanced." Here is an example: The teacher's
intended learning outcome is "to spell at least eighteen out
of twenty words correctly". Student A is able to spell
twenty (20) words correctly, Student B, eighteen (18)
words and Student C, ten words (10).
 Criterion-referenced
It is obvious that only Students A and B were able to
realize the predetermined standard as stated in the intended
learning outcome, "spell at least 18 out of 20 words
correctly.' The performance (score) of each student is
compared against a standard set by the teacher. It is not
compared against the performance of the other students.
 Norm-referenced
In norm-referenced assessment we compare a student's
performance with the performance of other students, the
norm group, not against a predetermined standard. The
composition of the norm group depends on the assessment.
 Norm-referenced
An example is comparing the performance of seventh
graders in Reading in a particular school system to the
performance of nation-wide group of seventh graders in
Reading.

Norm-referenced scores are generally reported as a

percentile ranking.
 Norm-referenced
There used to be a National College Entrance
Examinations (NCEE) in the Philippines from 1973 until
its abolition in 1994 where students were given percentile
ranks. A student who got a 99th percentile rank in the
NCEE means that he belonged to the upper 1% and
surpassed 99% of the NCEE examinees.
 Norm-referenced

A high school graduate who got a 75th percentile rank

means he belonged to the upper 25% and was above 75%
of the
examinees.
 Norm-referenced
The meaning of a norm-referenced score is derived from a
comparison of students' scores against other students'
scores (as stated in the scores of the norm group) while the
meaning of a criterion-referenced score is derived from
comparing students scores with established criterion of
success.
 Norm-referenced
The norm-referenced score will not tell you whether a
student met, exceeded, or fell short of the standard of
proficiency. It is the criterion-referenced score that will tell
you whether or not a student met the established standard
of success or proficiency.
 Assessment

Contextualized Decontextualized
The focus is on the students' construction of functioning Includes written exams which are suitable for assessing
knowledge declarative knowledge, and do not necessarily have a
direct connection to a real- life context
 Contextualized
In contextualized assessment, the focus is on the students'
construction of functioning knowledge. It is the students'
performance in their application of knowledge and skills in
the real work context of the discipline area. Contextualized
assessment makes use of performance-based tasks which
are authentic in nature.
 Contextualized
They reflect "real-life" (i.e., outside of the classroom) tasks
and require students to utilize higher order thinking skills
(Crotty, 1994; Leon & Elias, 1998) to fulfill on demand
duties and tasks.
 Contextualized
A student may have mastered the rules of subject-verb
agreement, gets a perfect score in a multiple choice test on
subject- verb agreement but when he/she delivers a speech
in real life, fails to observe subject-verb agreement rules.
 Decontextualized
On the other hand, decontextualized assessment includes
written exams which are suitable for assessing declarative
knowledge, and do not necessarily have a direct
connection to a real- life context (Biggs, 2011).
 Decontextualized
It focuses on declarative knowledge and/or procedural
knowledge in artificial situations detached from the real
work context.

Both contextualized and decontextualized learning and

assessment have their role in evaluating learning outcomes.
 In practice, decontextualized assessment has been
overemphasized compared to the place declarative
knowledge has in the curriculum. Both must be assessed
appropriately. A common mistake is to assess only the
lead-in declarative knowledge, not the functional
knowledge that emerges from it (Biggs and Tang, 2011).
 Assessment for, of,
and as Learning
Tradition
How are they practiced?

03
 Assessment

In education, the term assessment refers to the wide variety

of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of
students.
• Prepositions for, as, and of mean a lot
• Have different purposes.
• Observe how they are applied in the teaching-learning
process.
 Intended Learning Outcomes

At the end of this Episode, I must be able to:

• distinguish among the 3 forms of assessment and
• draw concrete examples of these forms of assessment.
 My Learning Essentials
• The preposition "for" in assessment
• Teacher does not lose anything if as he/she teaches he/she
checks for understanding now and then.
• Why the pretest?
• Why the posttest?
• In Assessment FOR Learning
• Assessment OF Learning
• Assessment AS Learning
• As students assess their own work
ASSESSMENT ASSESSMENT ASSESSMENT
FOR AS OF
LEARNING LEARNING LEARNING

ASSESSMENT
Assessment FOR learning
Assesses a student’s comprehension and
understanding of a skill or lesson during the
learning and teaching process.

03
Assessment OF learning
Assessments of learning are typically
administered at the end of a unit or
grading period and evaluate a student’s
understanding by comparing his or her
achievement against a class.

03
Assessment AS learning
Assessment as learning – part of
formative assessment involves students
monitoring and gathering information
about their own learning.

03
Assessment AS learning
They do this through self and/or peer
assessments to help understand how they
are progressing in their learning, and what,
if anything, they can do to improve.

03
 Current Trends in
Assessment
The current trends in assessment cited by
Santrock (2009)

04
 Current Trends in Assessment
1. Using at least some performance-based assessment - This
means that the use of objective tests such as alternate response,
multiple choice and matching type is no longer adequate.
According to Carol Schneider, President of the Association of
American Colleges and Universities, employers say our world "is
not a multiple-choice world... Don't send us graduates who only
know how, to solve multiple-choice problems."
 Current Trends in Assessment
"Instead," Schneider continues, "employers are asking for what
educators call a modern liberal education, more big-picture
thinking,... but with more real-world applications."
This does not mean that we have to set aside the use of objective
tests in assessment. Not at all. Objective tests (traditional
assessment) complement performance-based assessment. But the
use of objectives alone won't suffice.
 Current Trends in Assessment

2. Examining higher-level cognitive skills and emphasizing

integrated rather than isolated skills These higher-level cognitive
skills include problem-solving, critical thinking, decision-
making, drawing of inferences, strategic thinking. That is why it
is not enough to make use of objective tests that assess simple
recall.
 Current Trends in Assessment

3. Using multiple assessment methods - To assess students, a

current trend is to use multiple methods - from multiple choice
test to essay, an interview, a project, a portfolio to self-
evaluation. Again it is emphasized that we have not to do away
with objective tests that measure simple recall. These tests that
require simple recall complement authentic assessment tools.
 Current Trends in Assessment

3. Using multiple assessment methods - To assess students, a

current trend is to use multiple methods - from multiple choice
test to essay, an interview, a project, a portfolio to self-
evaluation. Again it is emphasized that we have not to do away
with objective tests that measure simple recall. These tests that
require simple recall complement authentic assessment tools.
 Current Trends in Assessment

4. Having high performance standards including world-class

standards for interpreting assessment results - Let us set
standards high. Research says "one's level of performance is
lower than one's level of aspiration." It is therefore sound to
challenge students to meet high performance standards.
 Current Trends in Assessment

5. Involving students in all aspects of assessment - It works if the

students are involved from the setting of expected targets to be
demonstrated after instruction to checking on their progress in
the course of the teaching-learning process and to finally
determine the extent to which they realize expected targets.
 Current Trends in Assessment

6. Making standards and criteria public rather than private and

secretive (Santrock, 2009) Mc Tighe (2013) says "the evaluative
criteria (such as rubrics) are presented and explained at the
beginning. Models of excellence, aligned to the criteria, are
shown to provide a clear 'picture 'of desired performance. This
may eliminate students' fear or unwelcoming attitude toward
assessment.
 Current Trends in Assessment

7. Using computers as part of assessment - With computers, a

bank of questions can be created which makes it possible for
each student to be presented with different questions but are of
equivalent standard. With computerized marking, immediate
feedback may be given to students. Recording of assessment
results and their statistical analysis are likewise facilitated with
computers.
 Principles in the
Conduct of
Assessment
The principles that should guide you in the
conduct of assessment.

05
 Priciples in the Conduct of Assessment

1. Begin by specifying clearly and exactly what you want

to assess. What you want to assess is / are stated in your
learning outcomes/lesson objectives.
 Priciples in the Conduct of Assessment

2. The intended learning outcome / lesson objective NOT

CONTENT is the basis of the assessment task. You use
content in the development of the assessment tool and task
but it is the attainment of your learning outcome NOT
content that you want to assess. This is Outcomes-Based
Teaching and Learning.
 Priciples in the Conduct of Assessment

3. Set your criterion of success or acceptable standard of

success. It is against this established standard that you will
interpret your assessment results. Example: Is a score of 7
out of 10 (the highest possible score) acceptable or
considered success?
 Priciples in the Conduct of Assessment

4. Make use of varied tools for assessment data-gathering

and multiple sources of assessment data. It is not
pedagogically sound to rely on just one source of data
gathered by only one assessment tool. Consider multiple
intelligences and learning styles. DepED Order No. 8, s.
2015 cites the use of multiple ways of measuring students'
varying abilities and learning potentials.
 Priciples in the Conduct of Assessment

5. Learners must be given feedback about their

performance. Feedback must be specific. "Good work!" is
positive feedback and is welcome but actually is not a very
good feedback since it is not specific. A more specific
better feedback is "You observed rules on subject-verb
agreement and variety of sentences. Three of your commas
were misplaced."
 Priciples in the Conduct of Assessment

6. Assessment should be on real-world application and not

on out-of-context drills.
7. Emphasize on the assessment of higher-order thinking.
8. Provide opportunities for self-assessment.
 Honest self-assessment is a good
thing, but to have someone else to
assess you is a blessing.
 Faithful are the wounds of a
friend; but the kisses of an enemy
are deceitful.
Proverbs 27:6 KJV
Thank you!
Praise God.
Please stay tuned for the
next reporters! :)