ProfEd PCK2

Assessment in
Learning

Cristian F. David, EdD

City College of Angeles
 Preliminary Concepts and
A Recent Trends in
Educational Assessment
Objectives

a. Explain the basic concepts and principles in

educational assessment;
b. Discuss on the role of assessment in
making instructional decisions to improve teaching
and learning; and
c. Reflect on and discuss the applications and
implications of assessment to teaching and
learning.
Activity

What comes to mind when you

hear the term 'educational
assessment’?
What is Educational Assessment?
▪ Educational assessment refers to the systematic
process of documenting and using empirical data
regarding students' knowledge, skills, attitudes, and
beliefs to enhance educational programs and
improve student learning outcomes.

▪ It encompasses a variety of methods and

approaches aimed at evaluating student
performance and facilitating instructional decisions.
Educational Assessment aims to gather
data that informs teaching and learning
processes, enhances student
performance, and evaluates educational
programs and curricula.
 Importance of Educational Assessment
1. Measures Learning and Progress
2. Supports Teaching and Instructional Decisions
3. Promotes Student Engagement and Motivation
4. Informs Curriculum Development
5. Provides Accountability
6. Facilitates Differentiated Learning
7. Prepares Students for Real-World Application
 ”
Educational assessment is not
just about grading—it’s a
powerful tool to gather data for
improving learning, refining
teaching, guiding curriculum, and
ensuring educational quality.
 ProfEd PCK2
Assessment in
Learning

Cristian F. David, EdD

City College of Angeles
 ”
Educational assessment is not
just about grading—it’s a
powerful tool to gather data for
improving learning, refining
teaching, guiding curriculum, and
ensuring educational quality.
 02
Types of
Assessment
Activity: Which are graded? (FOR 5 MINS)
Assessment
A A reflection journal: “What did I learn today?”

B A 50-item quarterly exam recorded in the gradebook

C A practice test used to plan the next lesson
D A graded performance task with rubric
E A written quiz used to compute the learner’s grade

F Seatwork checked to see which skill needs reteaching

G A final project submitted at the end of the quarter
H Group activity where teacher gives oral feedback
I A unit test after completing the lesson
J Peer checking using a self-assessment checklist
Activity: Which are graded? (FOR 5 MINS)
Assessment
A A reflection journal: “What did I learn today?”

B A 50-item quarterly exam recorded in the gradebook

C A practice test used to plan the next lesson
D A graded performance task with rubric
E A written quiz used to compute the learner’s grade

F Seatwork checked to see which skill needs reteaching

G A final project submitted at the end of the quarter
H Group activity where teacher gives oral feedback
I A unit test after completing the lesson
J Peer checking using a self-assessment checklist
 Types of Assessment
Educational assessments can be categorized into three
primary types based on their purpose:
• Assessment of Learning: This summative assessment
evaluates student learning at the end of an instructional
period. It typically involves standardized tests or final
examinations that measure whether students have
achieved specific learning outcomes

Examples: Final exams, standardized tests, project

presentations.
 Assessment OF Learning
These assessments are summative and focus on evaluating what
students have learned.
[Link] this assessment used to measure students' achievement at the
end of a learning period?
[Link] it involve assigning grades or reporting results for
accountability?
[Link] the focus on certifying what students know and can do at a
specific point in time?
[Link] this assessment used for external reporting or compliance
purposes?
[Link] it focus on summarizing learning outcomes rather than guiding
future learning?
 Types of Assessment
Educational assessments can be categorized into three
primary types based on their purpose:
• Assessment for Learning: This type focuses on formative
assessment practices that provide ongoing feedback to
students and educators. It aims to inform teaching strategies
and enhance student learning by identifying strengths and areas
for improvement.

Examples: Classroom discussions, peer feedback, diagnostic tests

 Assessment FOR Learning
These assessments are formative and focus on guiding teaching
and improving learning.
[Link] this assessment help identify areas where students need
improvement?
[Link] the primary purpose to provide feedback to students for their
learning?
[Link] this assessment inform instructional planning and future
teaching strategies?
[Link] it designed to support student progress toward learning goals?
[Link] students provided opportunities to act on the feedback they
receive?
 Types of Assessment
Educational assessments can be categorized into three
primary types based on their purpose:
• Assessment as Learning: Here, students are actively
involved in the assessment process. They reflect on their
own learning, set goals, and use feedback to enhance their
understanding. This promotes self-regulation and
metacognition among learners.

Examples: Self-assessments, reflective journals, portfolio

reviews.
 Assessment AS Learning
These assessments involve students in their own learning and focus
on self-monitoring and reflection.
[Link] this assessment encourage students to set their own learning
goals?
[Link] students actively involved in assessing their own work or
progress?
[Link] the purpose to help students reflect on their learning and
strategies?
[Link] it promote metacognition (thinking about one’s own learning
process)?
[Link] students using the assessment to monitor their growth and make
adjustments to their learning approaches?
Source: [Link]
Source: [Link]
Activity: Which are graded? (FOR 5 MINS)
Assessment
A A reflection journal: “What did I learn today?” (AS)

B A 50-item quarterly exam recorded in the gradebook

C A practice test used to plan the next lesson (FOR)
D A graded performance task with rubric
E A written quiz used to compute the learner’s grade

F Seatwork checked to see which skill needs reteaching (FOR)

G A final project submitted at the end of the quarter
H Group activity where teacher gives oral feedback (FOR)
I A unit test after completing the lesson
J Peer checking using a self-assessment checklist (AS)
 Quick Test!
1. Role-Playing a Scenario

a) Assessment for learning

b) Assessment of learning

c) Assessment as learning
 Quick Test!
2. Self-Assessment Using a Checklist

a) Assessment for learning

b) Assessment of learning

c) Assessment as learning
 Quick Test!
3. Summative Performance Task (e.g., a science fair project graded
using a rubric)
a) Assessment for learning

b) Assessment of learning

c) Assessment as learning
 Quick Test!
4. Students Keeping a Learning Log

a) Assessment for learning

b) Assessment of learning

c) Assessment as learning
 Quick Test!
5. Diagnostic Test at the Start of a Unit

a) Assessment for learning

b) Assessment of learning

c) Assessment as learning
Assessment…
for Learning
Purpose: To monitor student learning during instruction,
provide feedback, and guide teaching.
as Learning
Purpose: To actively involve learners in monitoring and
regulating their own progress, encouraging metacognition..

of Learning
Purpose: To evaluate and certify student learning at the end of
a unit, term, or program.
In short: Assessment…
For Learning Teacher-driven (diagnose and guide).
Of Learning Teacher/judge-driven (evaluate and
certify).
As Learning Student-driven (self/peer reflection, self-
regulation).
 03
Basic Principles of
Educational
Assessment
 Think about this!

If a student studies
hard but fails a test,
does that mean the
test is wrong, the
student didn’t learn,
or the assessment
itself is flawed?
Basic Principles of Educational
Assessment
01 VALIDITY
Ensures that the assessment measures what it is intended to measure.

Example: A math test must measure mathematical reasoning, not reading

skills.

02
Basic Principles of Educational
Assessment
01 VALIDITY
Ensures that the assessment measures what it is intended to measure.

Example: A math test must measure mathematical reasoning, not reading

skills.

RELIABILITY
02 Refers to the consistency of assessment results over time or across different
evaluators.

Example: Two teachers grading the same test independently should provide
similar scores.
Basic Principles of Educational
Assessment
03 FAIRNESS
Ensures that all students are provided equal opportunities to demonstrate
their learning.

Example: Avoiding cultural or linguistic biases in test questions.

04
Basic Principles of Educational
Assessment
03 FAIRNESS
Ensures that all students are provided equal opportunities to demonstrate
their learning.

Example: Avoiding cultural or linguistic biases in test questions.

04 ALIGNMENT
Assessments should align with learning objectives and instructional activities.

Example: A lesson on essay writing should have an assessment focused on

writing essays, not multiple-choice questions.
Basic Principles of Educational
Assessment
05 PRACTICALITY
The assessment should be feasible to implement in terms of time, resources,
and effort.

Example: Online quizzes for large classes provide efficient grading and
feedback.

06
Basic Principles of Educational
Assessment
05 PRACTICALITY
The assessment should be feasible to implement in terms of time, resources,
and effort.

Example: Online quizzes for large classes provide efficient grading and
feedback.

06 AUTHENTICITY
The evidence gathered must be produced by the learner without any form of
plagiarism or fabrication

Example: Portfolio, create a business plan or conduct a scientific experiment

 Think about this!
• 1. Which principle is most important when constructing a
rubric, and why?
• 2. A student says the test includes topics not discussed in
class—what principle is violated?
• 3. A teacher wants to assess real-life application—what
assessment type should be used?
• 4. How can a teacher make a written test more fair?
Activity 1
A. Identify the Principle
1. The test questions match the learning outcomes.
2. Two teachers score the same output similarly using a rubric.
3. A history exam avoids culturally biased questions.
4. Students perform an experiment instead of answering only
theory.
5. A math test measures problem-solving skills, not
memorization.
6. The assessment is short and easy to administer.
B. Correct or Incorrect?
1. A teacher gives a long test but only taught half the coverage.
2. Two teachers use different rubrics and give different scores.
3. Students choose between creating a poster or short video.
4. A teacher gives a surprise quiz on an undiscussed topic.
5. A group project requires expensive materials.
 Answers
• 1. Alignment
• 2. Reliability
• 3. Fairness
• 4. Authenticity
• 5. Validity
• 6. Practicality
 Answers
• 1. Incorrect – Misalignment
• 2. Incorrect – Unreliable scoring
• 3. Correct – Fairness & authenticity
• 4. Incorrect – Unfair & invalid
• 5. Incorrect – Impractical & unfair
 04
Users of Educational
Assessment
Users of Educational Assessment

Various stakeholders utilize educational assessments for

different purposes:
● Teachers: Use assessment results to guide instructional strategies
and identify areas needing improvement.
● Students: Use feedback to enhance their learning, self-regulate,
and understand their progress.
● Parents: Gain insights into their child’s academic performance and
areas for support.
Users of Educational Assessment

● School Administrators: Analyze data to improve curricula, allocate

resources, and design professional development programs.
● Policymakers: Use assessment data to shape education policies,
allocate funding, and monitor system-wide performance
● Employers: Evaluate the readiness of graduates for the workforce
based on skills and competencies demonstrated in assessments.
● Other Stakeholders like industries
 B.
Common
Terminologies in
Assessment
Objectives

a. Explain the basic concepts and principles in

educational assessment;
b. Discuss on the role of assessment in
making instructional decisions to improve teaching
and learning; and
c. Reflect on and discuss the applications and
implications of assessment to teaching and
learning.
 s t i n g? Measurement?
T e
Assessment?
Evaluation?
1. MEASUREMENT

Measurement refers to the process of quantifying an

individual's achievements, skills, attitudes, or characteristics
based on a predetermined set of rules or criteria.

It involves determining and differentiating attributes

through various tools and techniques, often expressed in
numerical values or scores
Key Characterisctics of Measurement
1. Measurement often involves assigning numerical values
to an attribute, such as test scores, percentages, or grades.
e.g.: 85% on a Math Test
2. Measurements are conducted based on specific rules,
tools, or criteria to ensure consistency and fairness.
e.g.: Using a rubric to grade essays
3. The tools or methods of measurement must align with
the learning objectives and the attribute being measured.
e.g.: A reading comprehension test measures
understanding, not just speed.
Four Types of Measurement

1. Direct Measurement
Involves observing and quantifying performance directly
related to the learning objective.

e.g.: A math test measures computational skills directly.

Four Types of Measurement

2. Indirect Measurement
Infers performance or abilities through proxies.

e.g.: Measuring a student's critical thinking skills through

their ability to solve complex problems.
Four Types of Measurement

3. Formative Measurement
Conducted during the learning process to provide ongoing
insights.
e.g.: Weekly quizzes to track understanding of course
content.
Four Types of Measurement

4. Summative Measurement
Conducted at the end of a learning period to summarize
achievement

e.g.: Final exam scores or end-of-year standardized tests.

Three Attributes Measured in Education

1. Cognitive Attributes: Knowledge, comprehension,

application, analysis, synthesis, and evaluation.
e.g. multiple-choice test assessing knowledge of historical
facts.

2. Affective Attributes: Attitudes, values, and feelings.

e.g.: A survey measuring students’ interest in environmental
science.
Three Attributes Measured in Education

3. Psychomotor Attributes: Physical skills and coordination.

e.g.: Grading a student’s ability to perform a gymnastics
routine or use a microscope.
 Head Hand Heart
Knowledge Skills Attitude
2. TESTING

Testing is a specific procedure or method used to measure

an individual’s knowledge, skills, abilities, or performance in
a specific domain.

A test or quiz is used to examine someone's knowledge of

something to determine what he or she knows or has
learned. Testing measures the level of skill or knowledge
that has been reached.
2. Key Features of Testing
1. Tests are designed with a clear format, including specific
instructions, question types, and scoring criteria.
e.g. A multiple-choice test with four answer options

2. Testing serves a specific purpose, such as diagnosing

learning gaps, certifying achievement, or comparing
performance.
e.g. A placement test determines the appropriate
course level for a student.
Key Features of Testing
3. Many tests are standardized to ensure uniformity in
administration, scoring, and interpretation.
e.g. NAT/PISA exams follow strict guidelines to ensure
consistency.

4. Testing typically focuses on objective scoring methods,

reducing subjectivity.
e.g. Automated scoring systems for multiple-choice
questions.
a. According to Purpose
1. Diagnostic Testing

Purpose: To identify students’ strengths, weaknesses, and

learning gaps before instruction.

Example: A reading test at the start of the school year to

know who struggles with comprehension.
a. According to Purpose
2. Formative Testing

Purpose: To monitor progress during instruction and

provide feedback for improvement.

Example: Short quizzes, exit slips, or practice tests after a

lesson.
a. According to Purpose
3. Summative Testing

Purpose: To evaluate learning after instruction (end of

unit, term, or program).

Example: Final exams, end-of-quarter tests, achievement

tests
a. According to Purpose
4. Placement Testing

Purpose: To assign students to appropriate groups, levels,

or programs.

Example: English proficiency tests for class placemen

a. According to Purpose
5. Prognostic/ Aptitude Testing

Purpose: To predict future performance or potential for

learning.

Example: College entrance exams, IQ tests.

b. According to Method of Response
1. Objective Testing
Students select the correct answer.

Examples: Multiple-choice, true/false, matching type,

completion tests.
b. According to Method of Response
2. Subjective Testing
Students construct their own answers; scoring
depends on judgment.

Examples: Essay tests, open-ended problem solving,

performance tasks.
c. According to Mode of Assessment
1. Written Tests – Paper-and-pencil or digital tests
(quizzes, exams).
2. Oral Tests – Recitation, interviews, oral defense.
3. Performance Tests – Students demonstrate skills
through tasks (e.g., experiments, role play).
4. Portfolio Assessment – Collection of student work over
time showing growth.
d. According to Standardization
1. Standardized Tests
Uniform procedures, validated and norm-referenced.
Examples: NAT, SAT, TIMSS

[Link]-Made Tests
Prepared by classroom teachers for specific lessons or
units.
Examples: Weekly quizzes, unit tests.
.
Standardized Testing
and High-Stake
Testing
 Tests designed with consistent procedures for
administration and scoring to compare results across
individuals or groups.

e.g. National Level Tests (like NAT, PEPT, A&E Test)

College Entrance and Admission Tests (like UPCAT)
International and Specialized Tests (like PISA, TOEFL)
Professional and Licensure Examinations (like LET, CSE)
Characteristics of Standardized Tests

1. Aligned with specific norms or benchmarks.

2. Questions and conditions are the same for all test-
takers.
3. Results allow comparisons across populations.
 Tests with significant consequences for individuals or
institutions based on performance outcomes.
Performance on these tests can impact graduation
decisions, teacher evaluations, and school ratings.
e.g. NAT, A&E Test; College Admission Tests,
International and Scholarship Tests
Licensure and Professional Examinations
High School and Career Track Placement Tests
a. Formative vs. Summative Assessment

Formative Tests: Used during instruction to monitor

learning progress and provide feedback. (e.g. quizzes or
drafts.)

Summative Tests: Conducted at the end of a learning period

to evaluate overall achievement. (e.g. final exams or project
presentations.)
b. Criterion-Referenced (CRTs) vs. Norm-Referenced (NRTs)

Criterion-Referenced Tests: Compare student performance

to a predefined standard or criterion. Often used to assess
progress, mastery, or certification.
(e.g. Licensure Exams, NAT. ALS A&E Test, PEPT)
b. Criterion-Referenced (CRTs) vs. Norm-Referenced (NRTs)

Norm-Referenced Tests: Compare student performance to

that of a peer group. Often used for selection or placement.

e.g. percentile ranks in standardized tests; College

Admission Tests, NCAE, Philippine Science High School
National Competitive Examination (PSHS-NCE), PISA
(Program for International Student Assessment)
3. EVALUATION

Evaluation is the broader process of interpreting and using

data collected through measurement and testing to make
judgments about the value, quality, or effectiveness of an
educational program, process, or individual performance.

e.g. Assessing the effectiveness of a teaching method,

Determining whether students met learning objectives in a
course.
3. KEY CHARACTERISTICS OF EVALUATION

1. Evaluation involves interpreting data to form a judgment

about the quality or success of an activity or outcome.

e.g. :Deciding whether a teaching strategy effectively meets

learning goals.
3. KEY CHARACTERISTICS OF EVALUATION

2. Evaluation considers various factors, such as objectives,

processes, and results, offering a holistic view.

e.g. :Evaluating a course includes analyzing syllabus

alignment, teaching methods, and student outcomes.
3. KEY CHARACTERISTICS OF EVALUATION

3. Evaluation is guided by specific goals, such as improving

instruction, certifying achievement, or allocating resources.

e.g. :Evaluating teacher performance to inform professional

development planning.
3. KEY CHARACTERISTICS OF EVALUATION

4. Combines quantitative (objective) data from tests or

surveys and qualitative (subjective) insights from
observations or feedback.

e.g. :Using test scores alongside peer reviews to evaluate

student performance.
Prepare for a quiz next week.
References

Brookhart, S. M. (2010). Formative Assessment Strategies for Every

Classroom: An ASCD Action Tool. ASCD.
Stiggins, R. J. (2004). Student-Involved Assessment FOR Learning.
Pearson.
Popham, W. J. (2017). Classroom Assessment: What Teachers Need
to Know. Pearson.
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree
Press.
Guskey, T. R. (2003). How Classroom Assessments Improve
Learning. Educational Leadership, 60(5), 6-11.
Shepard, L. A. (2000). The Role of Assessment in a Learning Culture.
Educational Researcher, 29(7), 4–14.