-Is a broad term that includes testing.

The Nature of Educational Assessment

-A test is a special form of assessment.
The purpose of classroom teaching is to
influence pupil behavior in the desired -Tests are assessments made under
direction. contrived circumstances especially so that
they may be administered.
The teacher must be:
WHY DECIDE FOR ASSESSMENT?
1. conscious of the goals and aims of
education and formulate instructional 1. Assessment decisions could
objectives for various lessons and units in substantially improve student’s
the systematized and rearranged syllabus performance.
in a subject of study.
2. It guide the teachers in enhancing the
2. in a position to construct effective teaching-learning process.
learning experiences on the basis of
student learning and the modes of 3. It assist policy makers in improving
effective communication channels. the educational system.

3. able to determine the extent to which Why Is It Important To Assess?

these objectives are being achieved.
1. To find out what the students know
- As soon to be teachers, you will be faced (Knowledge)
with the challenge of assessing the
progress of your students as well as your 2. To find out what the students can do,
own effectiveness as teachers. (De and how well they can do it (Skill;
Guzman-Santos, 2007). Performance)

ASSESSMENT 3. To find out how students go about the

-The process of obtaining information task of doing their work (Process)
that is used for making decisions about
students, curricula and programs, and 4. To find out how students feel about
educational policy. It includes the full their work (Motivation, Effort)
range of procedures used to gain
information about student learning. 5. To know if students can apply what
These procedures may be formal (pencil they have learned in authentic situations.
and paper tests) or (Application).
informal(observations).
The Functions Of Assessment?
-A process by which information is
obtained relative to some known 1. Diagnostic: Determining the gaps in
objective or goal. learning or learning processes, hopefully,
to be able to bridge this gap.
 c) Write stories and reports
• Tells us what the student needs to
learn. d) Read and interpret literature

2. Formative: Allows the teacher to e) Solve math problems that have

redirect and refocus the course of real-world applications
teaching a subject matter
Measurement(It answers the question,
• Tells us how well the student is doing as ‘How much?’)
work progresses.
-The process of assigning numbers to the
[Link]: Determine the extent to attributes or traits possessed by persons,
which learning objectives for a course are events or a set of objects according to
met and why. specific rules. Educational measurement
is the assignment of numerals to such
• Tells us how well the student did at the traits as achievement, aptitude, and
end of a unit/task. performance. It is limited to the
quantitative descriptions of students.
[Link]: • Determining the
appropriate area where the student could Steps in Measurement:
do well both in in terms of achievement
and aptitude 1. Identifying and providing a clear
definition of the attribute/trait to be
• Tells us where a student would most measured.
likely excel
2. Determining the set of procedures/
The underlying philosophy is that of operations by which the attribute is to be
“assessment for learning” rather than manifested.
“assessment of learning” perse.
3. Establishing a set of procedures/rules
Authentic Assessment for quantifying the attribute/trait.

1. Ensuring that learners receive specific, Types of Measurement

constructive, and timely feedback 1. OBJECTIVE – More stable type of
regarding their progress measurements in the sense that repeated
measurements of the same quantity or
2. evaluate students' abilities in 'real- quality of interest will produce more or
world' contexts. In other words, students less the same outcome (e.g. Testing)
learn how to apply their skills to authentic 2. SUBJECTIVE – Unstable and dependent
tasks and projects. on the perception of the one doing the
rating, and it differs from one assessor to
In Authentic Assessment, Students: the next even if the same quantity or
a) Do science experiments quality of interest is being measured.
b) Conduct social-science research
 3. Society: Evaluation provides
accountability to society in terms of the
EVALUATION demands and requirements of the
employment market.
- Stufflebeam (1973) defined evaluation 4. Parents: Evaluation mainly manifests
as “the process of delineating, obtaining, itself in a perceived need for regular
and providing useful information for reporting to parents.
judging decision alternatives”.
NEED AND PURPOSE OF EVALUATION
1. Formative evaluation is the process of
judging the worth of teaching and [Link] fulfill class-room objectives.
learning constantly during the period of [Link] diagnose learning difficulties of
instruction. students.
2. Summative evaluation is the process of [Link] determine readiness for new
judging the worth of teaching and learning experiences.
learning at the end of the period of [Link] form students classroom groups for
instruction. It is judgmental in nature. It special activities.
attempts to determine to what extent the [Link] assist students in their problems of
broad objectives of teaching and learning adjustment.
have been attained. [Link] prepare reports of pupil's progress.

- Evaluation helps to build an educational CHARACTERISTICSOFMODERN

programme, assess its achievements and EDUCATIONALASSESSMENT
improve upon its effectiveness.

-Evaluation plays an enormous role in the

teaching-learning process. It helps
teachers and learners to improve
teaching and learning. Evaluation is a
continuous process and a periodic
exercise.

its uses briefly:

1. Teaching: Evaluation is concerned with

assessing the effectiveness of teaching,
teaching strategies, methods and
techniques. It provides feedback to the
teachers about their teaching and the
learners about their learning.
2. Curriculum: The improvement in
courses/curricula, texts and teaching
materials is brought about with the help
of evaluation.
 - Assessment for instructional purposes
essentially means ‘assessment for learning’.
The purpose of assessment is not only to
certify learners but also to help them
understand learning difficulties and the way
to overcome these difficulties. As it has been
earlier stated, the challenge of teacher is to
integrate assessment in the teaching-learning
process.

ii) Assessment and Evaluation for

Certification

Assessment plays a crucial role in teaching

social studies as it helps to evaluate students'
understanding and mastery of the subject
matter. Here are some specific ways in which
assessment can support social studies
instruction:

1. Monitoring Student Progress: Social studies

assessments can help teachers monitor
student progress throughout a unit or course.
Teachers can use formative assessments,
such as quizzes or informal checks for
understanding to identify areas where
students may need additional support or to
adjust their instruction to meet students'
needs.

Roles of Assessment in the Teaching of 2. Evaluating Student Learning: Summative

Social Sciences assessments, such as tests or projects,
provide an opportunity for teachers to
ASSESSMENT AND EVALUATION IN SOCIAL evaluate what students have learned and
SCIENCES: PURPOSE determine if they have met the learning
objectives or standards for the unit or course.
-Assessment and evaluation are an important
part of every teaching-learning process. The 3. Developing Critical Thinking Skills:
purpose of assessment is not only to carry Assessments can also be designed to develop
out assessment of learning but also to focus critical thinking skills by requiring students to
on ‘assessment for learning’. Assessment analyze, synthesize, and evaluate
needs to be an integral part of teaching information. For example, essay questions
learning process and a tool for continuous that require students to compare and
enhancement of student learning. contrast different historical perspectives or
primary source documents can help develop
critical thinking skills.
i) Assessment for Instructional Purposes
4. Encouraging Active Learning: Assessments Philippines can develop holistic learners who
can encourage active learning by requiring are steeped in values, equipped with 21st
students to actively engage with the content. century skills, and able to propel the country
For example, teachers can design to development and progress. This is in
assessments that require students to apply consonance with the Department of
their knowledge to real-world situations or Education vision of producing: “Filipinos who
current events, which can help students see passionately love their country and whose
the relevance of the content to their lives. values and competencies enable them to
realize their full potential and contribute
5. Providing Feedback: Assessment provides meaningfully to building the nation” (DepED
an opportunity for teachers to give feedback Order No. 36, s. 2013).
to students, which can help them improve
their understanding of the content. Feedback Professional Standards for Teachers
can also help students identify areas where - The Philippine Government has consistently
they need to focus their study efforts. pursued teacher quality reforms through a
number of initiatives. As a framework of
RECENT TRENDS IN CLASSROOM teacher quality, the National Competency-
ASSESSMENT Based Teacher Standards (NCBTS) was
institutionalized through CHED
TRADITIONAL Memorandum Order No. 52, s. 2007 and
- Traditional Are "test" taken with paper DepED Order No. 32, s. 2009.
pencil that are usually a:
-It emerged as part of the implementation of
1) True or False the Basic Education Sector Reform Agenda
2) Matching Test (BESRA), and was facilitated by drawing on
3) Multiple Choice the learning considerations of programs, such
4) Essay as the Basic Education Assistance for
Mindanao (BEAM), the Strengthening
- a process used by teachers and students Implementation of Visayas Education
during instruction that provides feedback to (STRIVE) project and the Third Elementary
adjust ongoing teaching and learning to Education Project (TEEP).
improve students achievement of intended
instruction outcomes. Teacher quality in the Philippines

Current Trends in Assessment in -The Philippine Professional Standards for

Learning Teachers defines teacher quality in the
1. Utilizing Multiple Measures in the Philippines. The standards describe the
Assessment expectations of teachers’ increasing levels of
2. Increasing the Use of Technology knowledge, practice and professional
3. Focus on the Progress and development of engagement. At the same time, the standards
the learner allow for teachers’ growing understanding,
4. Differentiating the Roles and applied with increasing sophistication across
Responsibilities of the Teachers, a broader and more complex range of
Administrators and Another Stakeholder teaching/learning situations.

ASSESSMENT STANDARDS FOR TEACHERS

-Teachers play a crucial role in nation
building. Through quality teachers, the
 2. Reliability refers to the degree of
Career stages consistency and accuracy of the
assessment outcomes
Career Stage 1 or Beginning Teachers have 3. Flexibility refers to the opportunity for
gained the qualifications recognized for entry students to negotiate certain aspects of
into the teaching profession. their assessment (for example, timing)
Career Stage 2 or Proficient Teachers are with their lecturer.
professionally independent in the application
of skills vital to the teaching and learning 4. Fair assessment does not advantage or
process. disadvantage particular students or
Career Stage 3 or Highly Proficient Teachers groups of students.
consistently display a high level of
performance in their teaching practice. The Rules of Evidence
Career Stage 4 or Distinguished Teachers
embody the highest standard for teaching Valid – there is a clear relationship
grounded in global best practices. They between the evidence requirements of
exhibit exceptional capacity to improve their the unit of competency and the evidence
own teaching practice and that of others. on which the assessment judgement is made;

PROPERTIES OF ASSESSMENT METHOD Sufficient – the performance criteria and

evidence guide are addressed; competence
Assessment tools—also called evidence- over a period of time is demonstrated; all
gathering tools—contain both the instrument dimensions of competency are addressed;
and the instructions for gathering and competence in different contexts is
interpreting evidence in an assessment demonstrated;
process
What is an assessment tool? Current – the evidence demonstrates the
An assessment tool is made up of the student’s current knowledge and skills; And
following components:
• the context and conditions for the Authentic – it can be verified that the
assessment; evidence is the student’s own work.
• the tasks to be administered to the student; Assessment strategies and tools need to be
• an outline of the evidence to be gathered developed in consultation with industry and
from the student; should be tested on an appropriate sample of
• the evidence criteria used to judge the students.
quality of performance, for instance, the
• decision-making rules; and Step 1 – Clarify the evidence requirements
• the administration, recording and reporting Confirming the evidence requirements
requirements • Evidence is the information that, when
considered against a unit of competency,
The Principles of Assessment enables you to confidently judge whether or
not someone is competent.
1. Validity refers to the extent to which the • the elements of the unit(s) of
interpretation and use of an assessment competency, the performance criteria,
outcome can be supported by evidence. required skills and knowledge, the range
statement, the evidence guide, and
assessment guidelines;
• · the dimensions of competency – the task, Ethics
task management, contingency management – A code of moral standards of conduct
and job/role environment skills; an for what is “good” and “right” as opposed
illustration of how a unit can be analyzed to to what is “bad” or “wrong”
show all four dimensions of competency can
be found in the Department’s 2012
Ethical Behaviors
publication Guidelines for assessing
competence in VET – That which is “Right” or “Good” in the
context of governing moral code
Step 2 – Choose your Assessment methods – Ethical Behavior is value driven
• When choosing the assessment
methods you are going to use for The assessment of ethics
particular unit(s) of competency, you need
to refer to the specific unit(s) of competency -Embedding ethics in assessment involves
and use them as a guide. decision-making in ways appropriate to a
particular educational context or
Assessment methods situation. These decisions involve the
selection and articulation of learning
 Direct observation
 Structured assessment activities
outcomes, the ways in which students
 Questioning will provide evidence of their
 Evidence compiled by the student achievement of the learning objectives,
 Review of products the basis of assessment judgement and
 Third-party feedback the ways in which students will be
involved in the assessment process.
Step 3 – Design and develop your
assessment tools Learning outcomes related to ethics
One of the key problems in articulating
Assessment tools contain both the ethics learning outcomes is that graduate
instrument and the instructions or
attributes both collectively and
procedures for gathering and interpreting
evidence. They serve the evidence gatherer’s
individually may be conceptualised in
needs for objectivity and transparency, and quite different ways. Barrie’s (2006)
the student’s need for clarity and structure. research identified four distinct
orientations to graduate attributes. While
Step 4 – Trial, refine and review your tools the first, precursory, can be discounted as
having any relevance to this discussion,
To ensure that your assessment resources are the remaining three suggest possible
consistent with the requirements of the alternatives for framing the outcomes of
training package and that they maintain their a curriculum with explicit attention to the
currency, sufficiency and effectiveness, it is development of ethics
important that your tools are reviewed by
fellow lecturers and tried before you use
• Complementary – a generic skill set that
them.
is separate from and secondary to the
learning of disciplinary knowledge:
Ethics in Assessment complementary to but not altering or
interacting with disciplinary knowledge in learners' are achievement instructional
any way. objectives.
• Translation – an ability to translate or
apply disciplinary knowledge: closely Principles of evaluation
connected with and shaped by the
parallel discipline learning outcomes so 01. It must be clearly stated what is to be
not generic but characteristic of particular evaluated;
disciplines and allowing the application of 02. A variety of evaluation techniques
discipline knowledge in the real world. should be used for a comprehensive
• Enabling - abilities that transcend evaluation;
disciplinary boundaries though initially [Link] technique of evaluation must be
developed within a disciplinary context; appropriate for the characteristics or
enable students to reshape and performance to be measured;
transform knowledge to meet new [Link] is a means to an end but
challenges in contexts far removed from not an end in itself.
that of the original discipline.
FUNCTIONS of evaluation
01. Evaluation helps in preparing
The assessment of ethics involves instructional objectives;
02. Evaluation process helps in assessing
• (1) articulation of learning outcomes, the learner’s needs;
• (2) the selection of assessment methods 03. Evaluation help in providing feed back
• (3) the basis for judgements and to the students;
• (4) the role of students in the 04. Evaluation helps in reporting pupil’s
assessment process. progress to parents;
05. Evaluation helps in curriculum
development and helps in effective
EVALUATING STUDENT LEARNING IN school administration;
SOCIAL SCIENCE
Types of evaluation use for cognitive
domain
Evaluating cognitive domain
Essay test: restricted or non-restricted
 Evaluation is a broader term than the -  Essay requires answers to be written
Measurement. It is more comprehensive than out to some length. It requires students
mere inclusive than the term Measurement. to see the significance and meaning of
It goes ahead of measurement which simply
what you know and test your knowledge
indicates the numerical value. It gives the
and understanding of the subject
value judgement to the numerical value. It
includes both tangible and intangible
qualities. Completion-type test
-While completion items may be used to
 Evaluation is a systematic process of evaluate different types of skills and
collecting, analyzing and interpreting knowledge, they are generally used to
information to determine the extent to which test basic knowledge.
 limitations
Filling-in-the-blanks type test 1. Such questions test only the factual
- This items contains statements which things and memory. The powers of
you must complete by inserting understanding, reasoning, application,
information in the blank spaces. interpretation etc. cannot be tested
through these questions.
Defining the meaning or concept type 2. If not properly constructed,
test scoring can be subjective.
- Items contains questions or words that 3. Administration of such tests
requires students to define its meaning or may also create so many
concept. disciplinary and administrative
problems. The mode of responses
Answering a question type test of questions may also drift the
-Short answer questions often ask students towards picking up
students to provide a definition for one of unfair means.
the terms or concepts or present a short
Rules and Suggestions for
argument in response to the question.
Construction:
1. The test item should be so
Simple recall warded that the response is as
brief as possible, preferably a
● The simple-recall test is here somewhat single word, number, symbol, or
arbitrarily defined as one in which each very brief phrase. This will
item appears as a direct question, a objectify and facilitate
stimulus word or phrase, or a specific scoring.
direction. 2. The direct-question form is
● The response must be recalled by the usually preferable to the
pupil from his past experiences rather statement form.
than merely identified from a list of 3. The blanks provided for the
suggested answers supplied by the responses should be in a column,
teacher. The typical response to the preferably at the right of the
simple-recall item is short, preferably a items. This arrangement
single word or phrase. facilitates scoring and is more
convenient for the pupil.
Advantages 4. The question should be so
1. As it needs very brief answer, does not worded that there is only one
result in bringing boredom and fatigue. correct response. Whenever this
is impossible, all acceptable
[Link] is easy to construct.
answers should be included in the
3. It almost completely eliminates
scoring key.
guessing as a factor in unreliability and
5. Make a minimum use of
thus minimizes one of the most common
textbook language in wording the
criticisms of objective tests. questions.
[Link] familiarity of facts and naturalness
is measured. Enumeration
● An enumeration is a complete, often use indirect and
ordered unstructured methods.
listing of all the items in a
collection. The Thurstone scale
term is commonly used in -The ThurstoneScale is a uni
mathematics and computer dimensional scale that is
science to refer to a listing of all employed in surveys to gauge
of the elements of a set. respondents' beliefs and
attitudes. The agree-disagree
question structure is typically
Selection Type Test used in survey design.
-Selection type test items require
the learner to select from two or Evaluating the Psychomotor
more alternatives. There is a domain
single correct response for each -This domain is characterized by
item. It assumes all learners progressive levels of behaviors
should learn the same thing, and from observation to mastery of a
relies on rote memorization of physical skill. Several different
facts. taxonomies exist.
Evaluating the affective
domain Simpson (1972) built this
The evaluation of a "emotional taxonomy on
response involving one's views, the work of Bloom and
values, and respect for others:
motivation in learning" is what
the affective domain is said to ● Perception - Sensory cues
perform (Centre for Teaching guide motor activity.
Excellence, n.d.). This was part of ● Set - Mental, physical, and
an updated article titled "The emotional dispositions that make
Classification of Educational one respond in a
Objectives," rather than being a certain way to a situation.
part of the taxonomy's ● Guided Response - First
first publication. Affective attempts at a physical skill. Trial
Domain, Chapter Two (Krathwohl and error coupled
et al., 1964 as cited in Allen & with practice lead to better
Friedman, 2010; Lynch et al., performance.
2009). ● Mechanism - The intermediate
stage in learning a physical skill.
Likert SCALE Responses
-is a psychometric scale that is are habitual with a medium level
frequently of assurance and proficiency.
used in surveys-based research. ● Complex Overt Response -
When a teacher wants to delve Complex movements are possible
further into a student's thoughts with a minimum
and attitudes, they will
of wasted effort and a high level ● Physical activities - Things
of assurance they will be requiring endurance, strength,
successful. vigor, and agility.
● Adaptation - Movements can ● Skilled movements - Activities
be modified for special situations. where a level of efficiency is
● Origination - New movements achieved.
can be created for special ● Non-discursive communication
situations. - Body language.

Dave (1970) developed this Tools in evaluating

taxonomy: psychomotor domain
● Imitation - Observing and
copying someone else. ● Checklists usually offer a
● Manipulation - Guided via yes/no format in relation to
instruction to perform a skill. student demonstration of specific
● Precision - Accuracy, criteria. This is similar to a light
proportion and exactness exist in switch; the light is either on or
the skill performance without the off. They may be used to record
presence of the original source. observations of an individual, a
● Articulation - Two or more skills group or a whole class.
combined, sequenced, and
performed consistently. ● Rating Scales allow teachers to
● Naturalization - Two or more indicate the degree or frequency
skills combined, sequenced, and of the behaviour, skills and
performed consistently and with strategies displayed by the
ease. The performance is learner. To continue the light
automatic with little physical or switch analogy, a rating scale is
mental exertion. like a dimmer switch that
provides for a range of
Harrow (1972) developed this performance levels.
taxonomy. It is organized
according to the degree of  Performance assessment is
coordination including the direct, systematic
involuntary responses and observation of an actual pupil
learned capabilities: performance and rating of
that performance according to
● Reflex movements - Automatic preestablished performance
reactions. criteria.” (The North Central
● Basic fundamental movement - Regional Educational
Simple movements that can build Laboratory. NCREL site),
to more (2001)
complex sets of movements.  Performance test- is non-
● Perceptual - Environmental standardized test. (Non-standardized
cues that allow one to adjust test is usually flexible in scope and
movements. format, variable in difficulty and
significance)
 Observation- observation to
performance of a procedure to
mastery of a physical skill. Learning is
demonstrated by the learner
performing the skill to a designated
standard or level of proficiency.