Assessment as an

Integral Part of Teaching

Intended Learning Outcomes
1. Differentiate among diagnostic, formative and
summative assessment.
2. Cite ways to do traditional and authentic assessment.
3. Distinguish between traditional and authentic
assessment, norm-referenced and criterion-referenced
assessment, contextualized and decontextualized
assessment.
4. Explain marks of high quality assessment.
5. Discuss current trends in assessment.
Diagnostic, Formative & Summative
Assessment
Diagnostic Assessment

This is a form of pre-assessment that

allows the teacher to determine individual
student’s prior knowledge including
misconceptions before instruction. It is
primarily used to diagnose what students
already know and don’t yet know in order to
guide instruction.
Formative Assessment

It takes place during instruction (during

the formative process) to provide the teacher
with information regarding how well the
learning outcomes are being met. Here,
teachers monitor student learning to get
ongoing feedback to improve their teaching
and for students to improve their learning.
Formative assessment is referred to as
assessment for learning because it is meant
to ensure that learning takes place. In the
process of instruction, the teacher checks on
students’ learning. If it is discovered that
concepts and skills are not yet mastered, the
teacher re-teaches to ensure learning.
Summative Assessment
This is used to evaluate learning at the
end of a defined instructional period. It is
assessment of learning because it is given
typically at the end of a unit, course,
semester, program or school year, and after
diagnostic assessment, teaching and
formative assessment are done.
Summative assessment is done through
paper-and-pencil tests and non-paper-
and-pencil tests.
Traditional Assessment and
Authentic Assessment
Traditional Assessment

It includes the paper-and-pencil tests

which are either:
1. Selected-response type
- Alternate response (True-False, Yes-No)
- Multiple choice
- Matching type
2. Constructed-response type
- Short answer
- Essay
- Problem solving
Authentic Assessment
It is assessment in which students’
knowledge and skills are assessed in a
context that approximates the real world or
real life as closely as possible. It requires
student performance that models realistic
encounters in life in contrast to taking a
written test or writing an essay. Hence, it is
also called performance assessment.
Authentic assessment is also known as non-
traditional assessment and alternative
assessment. Alternative because it offers
students more choices than just taking a
paper-and-pencil test implying that there is
another way of assessing learning other than
the traditional or paper-and-pencil test.
It can be in a form of students’ performance
to display skills learned, mastery of a process
or procedure or in the form of a product or
concrete output. Examples: to dance tango,
to dribble the ball, to send an e-mail, to give
a report in class using PPT.
Authentic assessment can be done also by
assessing the product of students’ learning
such as a poem being composed, a pair of
pants sewn, art work, a research paper
written, and capstone project e.g. exploring
issues students are passionate about and
work toward finding solutions to problems.
Criterion-Referenced
and
Norm-Referenced
Assessment
Criterion-Referenced Assessment

We compare a student’s performance

against a criterion of success which is the
PREDETERMINED/FIXED STANDARD. With
criterion-referenced test, each student’s
performance is compared directly to the
standard without considering how other
students performed in the test.
Ex. Com Laude, Magna Cum Laude,
Dean’s lister, LEPT Exam, etc.
Grade Score
1.0 100
1.25 95-99
1.5 90-94
1.75 85-89

PASSED
2.0 80-84
2.25 75-79
2.50 70-74
2.75 65-69
3.0 60-64
Norm-Referenced Assessment

• Refers to standardized test that are

designed to compare and rank test takers in
relation to one another.
• Ex. This is used to describe RELATIVE
PLACEMENT of scores such as 1st , 2nd , 3rd,…
or top 1, 2, 3..
• Your performance is always RELATIVE to the
GROUP even if you’re the highest or lowest not
as high or low.
Rank Grade Scores

Class A Class B
Highest 100 99/100 50/100
Lowest 75 97/100 38/100
The meaning of norm-referenced score is
derived from a comparison of students’
scores against other students’ scores while
the meaning of a criterion-referenced scores
is derived from comparing students’ scores
with established criterion of success.
 Contextualized
and
Decontextualized
Assessment
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. They reflect real-life tasks and require
students to utilize higher-order thinking skills to
fulfill on demand duties and tasks.
Decontextualized Assessment

It includes written exams which are

suitable for assessing declarative knowledge,
and do not necessarily have a direct
connection to a real-life context. 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 process. Both declarative
knowledge and real-life application of that
knowledge must be assessed properly.
Assessment is of high quality when:

1. It is in accordance with contemporary

view of active learning and motivation,
which involves learners in the assessment
process beginning with the setting of goals,
monitoring of their own learning and in
building self-confidence because learners
are intrinsically motivated to learn.
2. It is valid. It measures what it is supposed
to measure.
3. It is reliable which means that the test
produces consistent scores.
4. It is fair like when learners are assessed on
something they were taught, and is not
against subgroups of students.
Some current trends in assessment are:

1. Using not only objective tests that

measure simple recall but a combination
of objective and performance-based tests
with emphasis on the latter assessing
higher-level cognitive skills.
2. Integrated rather than isolated skills using
multiple assessment methods from multiple
choice test to essay, an interview, a project, a
portfolio to self-evaluation.
3. Setting high performance and challenging
standards including world-class standards for
interpreting assessment results.
4. Involving students in all aspects of
assessment from the setting of expected
targets to checking on their progress in the
course of the teaching-learning process and
in determining the extent to which they
realize expected targets.
5. Making standards and criteria known to
all students and even parents rather than be
secretive about them to provide a clear
picture of desired performance.
6. Using computers as part of assessment
7. Using at least some performance-based
assessment, which means that the use of
objective tests is no longer adequate. They
should be complemented with performance-
based assessment.