Assessment in Learning 1
Methods of
Collecting
Assessment
Data
Introduction
In this topic, you will learn to collect assessment data. This process
will help you gather significant data that will be used for the process of
assessing student performance inside the classroom.
Learning Can examples of
Outcome the two methods
of collecting
assessment data
Learning Objectives
1. Explain the two general
methods of collecting
assessment data
2. Give examples of the two
methods of collecting
assessment data
Important Points to remember!
Generally, there are two methods of collecting assessment data.
They are the following:
1. Paper and Pencil or otherwise known as traditional method of
assessing student performance.
Examples for this are: Simple recall or direct question form, filling the
blanks, true or false or alternative response type of test, matching type, and
multiple choice.
2. Observational techniques or performance based assessment
Performance based can again be classified into two which are
process and product. Product oriented performance based assessment
have always outputs as evidences of learning, where as in the process
oriented performance based, learning is demonstrated through a process
only. However, there situations that require both process and product.
Example for this is cooking. While the learner demonstrates the varied
processes in doing the different skills in cooking, the final product is likewise
rated as an evidence in learning. Evidence of learning is rated using rubrics,
rating scale, checklist and other evaluative tools except traditional
methods mentioned above. In this method, the teacher as well as other
raters observe the one performing the tasks, hence it is called observational
techniques.
Take note that appropriate assessment method is based on the
objective of the lesson.
Take note of the following sources of evaluation information.
1. Cumulative Records. This document bears the records and
information about the learner over the years. This record is submitted
by the teacher to the school head and is usually stored in the
principal’s office or guidance office. This contains vital information
such as vital statistics; academic records; conference information;
health records; family data; and scores on tests of aptitude,
intelligence, and achievement
2. Personal Contact. This is the most important data that would guide
the teacher in making decisions every day. This includes daily
interactions with students. The teacher’s observation about the
learners is important data for assessment. A teacher’s observation of
students as he works and relaxes, as well as daily conversation with
them can provide valuable clues that will be of great help in
planning instruction. Observation of learners does not only give
information about the child but likewise reveal how well students are
doing
3. Analysis. Based from observation of the teacher, the teacher can
make an analysis for him/her to come up with accurate decision.
4. Open-ended themes and diaries. Learners must be required to
prepare open-ended themes and diaries that would likewise give the
teacher an information about each learner.
Examples:
a. What things do you like and dislike about school?
b. What do you want to become when you grow up?
c. What are things you have accomplished which you are proud of?
5. Conferences. Teachers should find time to conduct conference or
meetings with parents or guardians. This would give them information
about each learner.
6. Testing. Learning ability is oftentimes measured using a written test.
Through testing, teachers can measure the students’ cognitive
achievement, as well their attitudes, values, feelings, and motor skills.
It is probably the most common measurement technique employed
by teachers in the classroom.
Do this!
Directions: Write at five situations for paper and pencil and at least ten for
performance based assessment.
Paper and pencil:
Example:
1. Teacher Johnny would like to determine whether his students could
match the products with the different provinces so he gave a
matching type of test.
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
Observational techniques:
Example:
1. The teacher wanted her students to demonstrate the varied steps in
folk dancing, so she required them to perform the task.
2. Students were required to demonstrate the skills developed in
painting.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
My Reflective
Analysis
How do you find the lesson? Use a separate sheet of paper for your
answer.
My reflection:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
My level of knowledge based on the rating scale below:
Improve-
Excellent
Needs
96-100
below
Good
Good
ment
91-95
86-90
81-85
Very
80 &
Fair
Indicators
1. I can easily prepare
the required
outputs.
2. I have a clear grasp
of the different
concepts in this
topic.
3. I find it easy to do all
the tasks given.
4. After reading varied
materials I found
myself to have a
wide knowledge
about the topic
Over-all self-rating
1. Magno, C.P. (2015). Written Assessment for Student Learning,
Phoenix Publishing House, Inc. Manila, Philippines.
2. Calmorin, L.P. (2004). Measurement of Evaluation, 3rd Ed.,
National Bookstore, Manila, Philippines.
3. Oriondo, L.L.,et al. (2004). Evaluating Educational Outcomes,
Rex Bookstore, Manila, Philippines.
4. Garcia, C.D. (2004). Educational Measurement and Evaluation,
Books atbp. Publishing Corporation, Mandaluyong City,
Philippines.
5. Bandiola, E.I. (2003). Assessment Student Learning, Great Books
Trading, Quezon City, Philippines.
6. Calderon, J. (1993). Measurement and Evaluation, National
Book Store, Manila, Philippines.
1.
Adopted from:
NONITO M. BLANCIA, MAED
Associate Professor V
JUN P. DALISAY, Ph. D.
Assistant Professor IV