LESSON 1 educational process to meet the
learner’s needs.
PRELIMINARY CONCEPTS IN - it ensures that learning is going on
ASSESSMENT while the teacher is in the process
What is Educational Assessment? of teaching.
- teachers use assessment to inform
Evidences or adjust their teaching
of
Teaching
students' Journals, written works,
& Learning
performan portfolios, tests,
B. Assessment as Learning (Self-
ce thru: performances Assessment; Formative)
learning and
ASSESSMEN mastery of skills What is it?
T - It actively involves learners and
encourages them to think about
Reflecting Giving
& planning feedback the way they learn.
- It is a form of learning for the
students.
Educational Assessment - It is the learner’s own assessment
- a process of collecting various of personal progress in knowledge,
information needed to come up skills, processes, and attitudes.
with overall information that
reflects the attainment of goals and When does this happen?
- It occurs when learners reflect on
purposes.
and regulate and monitor their
- a process of gathering quantitative
learning progress.
and qualitative information about
- It comprises learner reflection and
students’ learning and organizing
peer and self-assessment.
them into an interpretable form.
- when the learner gathers
- the process through which the
information about and reflects on
progress and achievements of a
his or her learning, judges the
learner or learners is measured or
degree to which it reflects explicitly
judged in compliance with specific
stated goals or criteria, identifies
quality criteria.
strengths and weaknesses, and
TYPES OF ASSESSMENT revises accordingly
A. Assessment for Learning (Formative) C. Assessment of Learning (Summative)
What is it? What is it?
- Assessment of learner’s progress - Assessment of learner’s
and achievement achievement
- eliciting evidence about learning to - often involves the use of
close the gap between current and standardized tests or examinations,
desired performance (so that action often, though not always, used for
can be taken to close the gap); the purpose of promotion and/or
- providing feedback to students; graduation
- involving students in the
Primary Purpose:
assessment and learning process;
- to provide information about what
- Also includes pre-test and post-
has been learned at a particular
test.
point in time
When is it conducted? - Usually given at the end of a unit,
- throughout the educational process grading period or a term like a
semester meant to assess learning
Primary Purpose:
- to support, enhance and ensure for grading purposes
learning by adapting the FORMS OF ASSESSMENT
Traditional Assessment - assesses
students’ knowledge and skills in relative
isolation from real-world context.
Authentic Assessment - assesses
students’ ability to use what they are
learning in tasks similar to those in the
outside world.
USES OF ASSESSMENT
- to give feedback to students about
their progress, strengths and
weaknesses;
- to track learning progress in
relation to learning standards;
To find out what the students
THE OVERALL GOAL OF ASSESSMENT
know (knowledge)
To find out what the students - to improve student learning
can do, and how well they - - to provide students, parents, and
can do it (skill; performance) teachers with reliable information
- to promote self-reflection and regarding student progress and the
personal accountability; extent of attainment of the
To find out how students go expected learning outcomes
about the task of doing their - the results show the more
work (process) permanent learning and a clearer
To find out how students feel picture of student’s ability
about their work (motivation,
REVIEW QUESTIONS
effort)
- to make educational decisions - Why do we need to look into
about students; multiple sources of information to
To provide feedback, come up with an overall
guidance, and mentoring to assessment of student’s
students so as to help them performance?
better plan and execute their - What are the purposes of
educational programs assessment given before, during
- to judge instructional effectiveness and after instruction?
and curricular adequacy; - Why is assessment an integral part
To help us design and modify of the teaching and learning
programs to better promote process?
learning and student success.
Testing - the administration and use of
test and its results in order to make
educational decisions such as to promote
or to retain a student in a particular
grade/year level, to proceed to the next
objective or to reteach the same lesson,
and to revise or to continue an existing
curriculum.
Test - is an instrument using items or sets
of questions for students to answer; a
tool for measuring achievement.
Standardized Testing
- Machine scorable
- Uniform conditions or
administration
- Common scale of interpretation
LESSON 2
- E.g. NAT; NCAE; EPT; Personality
MEASUREMENT measures; Placement tests.
What is Measurement? High-stakes Testing
- an important part of assessment - Promotion to the next grade
- It has the features of quantification, - Graduation
abstraction, and further analysis - Merit pay for teachers or promotion
that is typical in the process of - School ranking
science. - Quarterly tests, midterm, finals
- Some assessment results come in - Summative assessment
the form of quantitative values that - Accountability
enable the use of further analysis. - LET
- NAT
Educational Measurement - SCHOLARSHIP
- The use of educational assessment
and the analysis of data such as B. Subjective (Perceptions)
scores obtained from educational Common tools used to measure variables
assessments to infer the abilities in educational setting:
and proficiencies of students.
- Is the assigning of numerals to Tests - student achievement and
traits such as achievement, aptitude; examples: entrance exam,
interest, attitudes, aptitudes, placement tests, and diagnostic tests.
intelligence and performance. Rubrics - used to assess the performance
- Objects per se are not measured, of students in their presentations such as
what is measured are the speech, essays, songs, and dances.
characteristics or traits of objects.
- These measurable characteristics Questionnaires, inventories, and checklist
or traits are referred to as - used to identify certain attributes of
variables. students such as their attitude in
- Examples of variables that are studying, math, etc.
studied in the educational setting
EVALUATION (value)
are intelligence, achievement, What is Criteria: Sample
aptitude, interest, attitude, being Decision:
temperament, and others. evaluated?
Performanc Worth Adopt
TYPES OF MEASUREMENT e Appropriaten Reject
A. Objective Program ess Revise or
Activity Goodness Promote
Course Validity interpretable forms. It gives
Teachers/ Legality evidence of change and the
Administrat Effectiveness direction of change without value
ors judgment.
Scope of Evaluation
Evaluation
- Teachers/ Mentors - Evaluation is estimation of worth of
- Curricular offerings, school a thing, process or programs in
programs and facilities order to reach meaningful
- Students decisions. It calls for evidence of
- Effective & efficient effectiveness, suitability of
- EFA, remedial reading programs goodness of the program or
Dimension process.
Assessme - It adds the ingredient of value
of Evaluation
nt
Difference judgment to assessment. It is
Content: ongoing, to final, to concerned with the application of
timing, improve gauge its findings and implies some
primary learning quality
judgment of the effectiveness,
purpose
Orientatio Process Product social utility or desirability of a
n: focus of oriented: oriented: product, process or program.
measureme how what’s
nt learning is been
going learned
Findings: identify Judgmental
uses areas for : arrive at
thereof improveme an overall
nt grade
Measurement
- In the classroom, to determine a
child’s performance, you need to LESSON 3
obtain quantitative measures on
TYPES OF TESTS
the individual scores of the child.
- If the child measures 80 in Math, P Psychological Educational
there is no other interpretation you U Used to assess Used to
should give it. You cannot say he R a variety of measure the
has passed or failed. Measurement P mental abilities result of
O and attributes, instructions
stops at ascribing the quantity but
S including and learning
not making value judgment on the E achievement (eg.
child’s performance. and ability, Achievement
personality, Test,
and Performance
Assessment neurological test)
functioning.
- Assessment refers to all the Personality – Diagnostic –
processes and products which are evaluate the strengths and
used to describe the nature and the thoughts, weaknesses
extent of students’ learning. emotions,
attitudes, and Proficiency-
- It is a fact-finding activity that
behavioral people’s ability
describes conditions that exist at a traits that in language
particular time. comprise
- It often involves measurement to personality Achievement –
gather data and organize them into i.e. Minnesota student’s
Multiphasic performance in
Personality academic writing or
Inventory areas speaking
Intelligence – Aptitude –
mental ability numerical Non-
of an reasoning, Standardize standardized
individual verbal d (Teacher-
Achievement reasoning, made)
and Ability speed, Constructed Constructed by
tests – accuracy, etc. by a classroom
measure the ([Link]- professional teacher
level of a employment) item writer
child’s Covers a Covers a
intellectual Placement – C broad range narrow range
functioning assigning O of content of content
and cognitive students in the N covered in a
ability program most S subject area
i.e. Standford- appropriate to T Uses mainly Various types
Binet their abilities R multiple of items are
intelligence (BUCET) A choice used
scales C Items written Teacher picks
Required T are screened or writes items
clinically I and the best as needed for
trained O items were the test
examiner, N chosen for the
should be final
administered, instrument
scored, and Can be scored Scored
interpreted by by a machine manually by a
a trained teacher
professional Interpretation Interpretation
(i.e. of results is is usually
Psychologist or usually norm- criterion-
psychiatrist) referenced referenced
Manner of Individual Group
Administra Mostly given This is a
tion
orally or paper-and-
requires pencil test
actual administer
demonstratio ed to a
n of skill large
Survey Mastery (i.e. NC in number of
Covers a Covers TVE) subjects,
broad range specific these are
of objectives objectives economical
Scope Measures Measures , easy to
of general fundamental administer
Conte achievement skills and and score.
nt in certain abilities One-on-one Loss of
subjects situations, rapport,
Constructed Typically thus, many insight and
by trained constructed opportunities knowledge
professional by the teacher for clinical about each
observation examinee
Chance to Same
Languag Verbal Non-Verbal follow-up amount of
e Mode Words are Drawings, examinee’s time
used - abstract response in needed to
reading, reasoning order to gather
clarify or information
comprehend from one
it clearly student Selection Supply Type
Oral Written Type
Posing Administer There are There are no
questions in ed on choices for choices for the
spoken forms paper or on the answer answer
a computer Multiple Short answer,
Subjective Test taker Choice, True Completion,
test, face-to- could or False, Restricted or
face, verbal respond by Matching Type Extended
response, writing or Essay
Form
immediate typing Can be May require a
at
response within a answered longer time to
given quickly answer
space of Prone to Less chance to
the test or guessing guessing but
on a prone to
separate bluffing
form or Time Time
document consuming to consuming to
construct answer and
score
Objective Subjective
Scorer’s Affected by
personal scorer’s Interpreta Norm- Criterion-
judgment personal tion of Reference Reference
Effect does not opinions, Results d d
of affect the biases and Result is Result is
Biases scoring judgments interpreted interpreted
Worded that Several by by
only one answers are comparing comparing
answer is possible one student’s
acceptable student’s performanc
performanc e based on
e with other a
Power Speed students’ predefined
Consists of Consists of performanc standards
series of items e (mastery)
items approximatel Some will All, some or
arranged in y equal in really pass none may
ascending difficulty pass
order of There is There is no
difficulty competition competition
Measures Measures for a limited for a limited
student’s student’s percentage percentage
Time
ability to speed or rate of high of high
Limit &
answer more and accuracy scores score
Level of
and more in responding Typically Typically
Difficult
difficult covers a focuses on
y
items large a delimited
Does not Specifies domain of domain of
have time time limits learning learning
limit, test tasks tasks
taker is Emphasizes Emphasizes
given ample discriminati description
time to on among of what
complete all individuals learning
the test in terms of tasks
items level of individuals
learning can and
cannot
perform
Favors Matches
items of item
average difficulty to
difficulty learning
and tasks,
typically without
omits very altering
easy and item
very hard difficulty or
items omitting
easy or
hard items
Interpretati Interpretati
on requires on requires
a clearly a clearly
defined defined and
group delimited
achieveme
nt domain
LESSON 4
BASIC PRINCIPLES OF
ASSESSMENT
Principle 1: Assessment should be valid.
Principle 2: Assessment should be
reliable and consistent.
Principle 3: Information about
assessment should be explicit,
accessible and transparent.
Principle 4: Assessment should be
inclusive and equitable.
Principle 5: Assessment should be an
integral part of program design and
should relate directly to the program
aims and learning outcomes.
Principle 6: The amount of assessed work
should be manageable.
Principle 7: Formative and summative
assessment should be included in each
program.
Principle 8: Timely feedback that
promotes learning and facilitates
improvement should be an integral part
of the assessment process.
Principle 9: Assessment is a technical
competency.