EDUC 10

ASSESSMENT IN LEARNING 2 WITH

FOCUS ON TRAINERS
METHODOLOGY 1 AND 2
 AGENDA
• MEET and GREET
• Course Orientation
• 21st Century Assessment
MEET & GREET
Indicate your name and your
section
Share your best practices in the
recent holiday seasons
Post a selfie and add 2 truths and
1 lie about you.
Course Description
This is a 3-unit course that focuses on the principles,
development, and utilization of non-conventional forms of
assessment in measuring authentic learning. It covers the two
important aspects of competency assessment: developing
authentic assessment tools and conducting an authentic
assessment process. The competency in developing authentic
assessment tools details the requirements for determining
evidence requirements, selecting appropriate assessment
methods, preparing assessment tools, and validating assessment
tools in accordance with the relevant Assessment Guidelines.
The competency in conducting assessment includes the
requirements for organizing assessment activities, preparing the
candidate, gathering and evaluating evidence, making
assessment decision, recording and providing feedback on
assessment resource.
 Course Content
MIDTERM FINALS
1. 21st Century Assessment 6. Development of Affective Assessment
Tools
2. Types of Assessment 7. Nature of Portfolio Assessment
3. Nature of Performance-Based 8. Designing and Evaluating Portfolio
Assessment Assessment in the Classroom
4. Designing Meaningful performance- 9. Grading and Reporting System
based assessment
5. Affective Learning Competencies 10. Statistics and Computer: Tools for
Analyzing Assessment Data
1. 21st Century Assessment 3. Nature of Performance-Based Assessment

1.1 Characteristics of the 21st Century 3.1 Meaning and Characteristics

Assessments
3.2 Types of Performance Tasks
1.2 Instructional Decision in Assessment
3.3 Strengths and Limitations
1.3 Outcome-Based Assessment
4. Designing Meaningful Performance-Based
2. Types of Assessment Assessment

2.1 Traditional and Authentic Assessment 4.1 Defining the Purpose of Assessment

2.2 Formative Evaluation and Summative 4.2 Identifying Performance Tasks

Evaluation
4.3 Developing Scoring Schemes
2.3 Norm and Criterion-Referenced Assessment
4.4 Rating and Performance
2.4 Contextualized and Decontextualized
Assessment MIDTERM EXAM

2.5 Analytic and Holistic Assessment

 Instructional Decision in Assessment
• The educational assessment process starts in analyzing
the criterion together with the teaching-learning
environment. It is done to determine the effect of the
environment to the teaching-learning situation after
which, the kind of evidence that are appropriate to use
for assessment of the individuals are set. This helps to
determine the strengths, weaknesses, needs and
personality characteristics, skills and abilities of the
learner (Bloom, 1970).
Decision-making at Different Phases of Teaching-Learning Process

Phase Decision to be made Source(s) of information

Before • Content to cover during following day, week, month, • Informal observation of
starting grading period & so on. students during class
teaching • Abilities of students considering the cultural • Conversation with students’
background, interests & skills of students in planning previous teachers
the teaching activities. • Scholastic aptitude test results
• Materials appropriate to use with the students • Students’ past grades &
• Learning activities that will engage both the teacher & standardized test results
students as the lesson is being taught. • Knowledge of student’s
• Learning targets that the teacher wants to achieve as a personal family circumstances
result of teaching
• Organization & arrangement of students in class in
consideration of the lessons & activities
 Phase Decision to be made Source(s) of information
During • Students learning on what & how • Observation of students during learning
Teaching the lesson is presented activities
• Improvement needed to work • Students’ response to questions the teacher
better asked them
• What feedback to give each • Observation of students interaction
student about how well the • Diagnosis of the types of errors the students
student is learning made or erroneous thinking the students are
• Readiness of the students to move using
to the next activity as planned in • Look for alternative ways to teach the
the learning sequence materials
• Identify if there are students who are not
participating & acting appropriately.
After a • How well students achieve the • Classroom tests, projects, observations
Teaching short & long term instructional • Interviews with students
Segment targets • Standardized tests results
• Strengths & weaknesses to be • Observations of each student’s classroom
given as feedback to parents or participation
guardians of students • Review each student’s homework results
• Grade to be given to each student • Review each student’s standardized
for the lesson or unit, grading achievement & scholastic aptitude test
period or end of the course results
Phase Decision to be made Source(s) of information
• Effectiveness of teaching • Review information about a student’s personal
the lesson to the family circumstances
students • Informal observation of how well the student
• Effectiveness of the has attained the intended learning targets
curriculum & materials • Summaries of the class’ performance on the
used for the lesson important instructional targets
• Summaries of the class’ performance on
selected questions on standardized tests
• Summaries of how well the students liked the
activities & lesson materials
• Summaries of the class’ achievement on
classroom tests that match the curriculum
 Assessment in Classroom Instruction
• The following are the categories & purposes
of each category (according to Linn &
Gronlund, 2000):
CATEGORY PURPOSE
1. Placement Assessment Measures entry behavior

2. Formative Assessment Monitors learning progress

3. Diagnostic Assessment Identifies causes of learning problems

4. Summative Assessment Measures end-of-course achievement

 Types of Educational Decision
• Kubiszyn & Borich (2002) classified the different educational
decisions into eight (8) categories.
Decision Description Example
Instructional This decision is normally made by in- After a test was given by the teacher, the result is not so satisfactory
dividual classroom teacher, as thus the teacher may decide to re-teach the lesson using a different
strategy so as to improve the learning & meet the objective/target set
necessary to meet the targets or
for that particular lesson.
objectives set during classroom
engagement. Decisions are reached
according to the results of test
administered to class.
Grading It is usually based on teacher- A quarterly grade is based on the following: result of the teacher-
madetests. Grades are assigned to the made test, class participation, projects, & attendance.
students using assessment as one of
the factors.
Diagnostic It is made to determine a student’s A teacher gave an essay test. The teacher noticed that the students
strengths & weaknesses & the were able to write more than five grammatically correct sentences
but the coherence of the ideas contained in the paragraph is poor.
reason(s).
So the result shows that the students still need more help in
understanding the principles of writing a good paragraph.
 Decision Description Example
Selection It involves accepting or rejecting the examinee College or University Entrance Examination,
based on the results of assessment, for Choosing School Representative for a national
Quiz Bee
admission or qualification to a program or
school activity. The decisions are made not by
classroom teachers but by specialists such as
guidance counselors, administrators or the
selection committee.
Placement It is made after a student has been admitted to A diagnostic test on English & Math were
school. It involves the process of identifying given to freshmen to determine who among
them may encounter difficulty in these areas.
students who needs remediation or may be
Those who will get a below-average scores
recommended for enrichment program of the will be included in the remediation program to
school. help the students cope with the lessons in
English & Math.
Guidance It utilizes test data to assist students in making The NCAE helps to identify which career path
& their proposal choices for future career & help the student may pursue that matches his/her
interests & skills, whether academic,
Counseling them know their strengths & weaknesses by
vocational or technical programs.
means of standardized tests.
 Decision Description Example
Program or It is made not at the level of teachers but The decision to implement the K-12 Curriculum
Curriculum on higher level such as division, regional or in order to avoid mismatch among graduates
and the industry & to be at par with the
national level. Based on the result of
Curriculum implemented in the Philippines’
assessment & evaluation, educational neighboring countries.
decisions may be reached: to continue,
discontinue, revise or replace a curriculum
or program being implemented.
Administra- It involves determining the implications to To conduct a remediation class, additional
tive resources including financial consideration budget is necessary for the logistics
(classroom, instructional materials, assessment
in order to improve the student learning as
materials, etc.) and also the additional pay for
a result of an assessment. It may entail the teachers that will handle the remedial
acquisition of instructional materials, classes.
books, etc. to raise the level of students’
performance in academic, or non-academic
or both.
 Outcome-Based Assessment
• Teachers who have set clear targets for their lessons, will be guided
accordingly as they deliver their lesson through instructional
learning activities to meet the desired outcomes.
• Student Learning Outcome
– It is the totality of accumulated knowledge, skills, & attitudes
that students develop during a course of study.
– Serve as the basis for assessing the extent of learning in an
Outcome Based Education (OBE).
– Outcome Based Assessment must be continuously done during
the entire teaching learning both by the teachers & students to
ensure that the activities are aligned with the expected
outcomes set for the students by the teacher.
Sources of Student Expected Learning Outcome
• Several factors that need to be considered in defining the outcomes, to ensure that these
are aligned with the set of directions of the program & evaluation setting in general. These
are:
1. Mission statement of the school.
2. Mandated policies on competencies & standards issued by government education
agencies.
3. Competencies expected by different professions, business & industry.
4. Development plan & goals as well as the current thrusts of both the national & local
governments.
5. Current global trends & developments so that graduates can compete globally.
6. General 21st century skills focusing on the following:
– Oral & written communication
– Qquantitative reasoning ability together with scientific methodology
– Analyzing, synthesizing & developing creative solutions.
– Use of teachnology
– Information literacy
 Characteristics of Good Learning Outcome
1. Very specific, & use verbs (that makes expectations clear). By being very specific, it informs students
of the standards by which they will be assessed, and ensures that student & instructor goals in the
course are aligned.
2. Focused on the learner: rather than explaining what the instructor will do in the course, good learning
outcomes describe knowledge or skills that the student will employ, & help the learner understand
why that knowledge & those skills are useful & valuable to their personal, professional, & academic
future.
3. Are realistic: all passing students should be able to demonstrate the knowledge or skill described by
the learning outcome at the conclusion of the course. In this way, learning outcomes establish
standards for the course.
4. Focus on the application & integration of acquired knowledge & skills: good learning outcomes reflect
& indicate the ways in which the described knowledge & skills may be used by the learner now and in
the future.
5. Good learning outcomes prepare students for assessment & help them feel engaged in & empowered
by the assessment & evaluation process.
6. Offer a timeline for completion of the desired learning.
Disclaimer: The materials in the notes are not my own and are only compiled from
different sources available in the net for educational purposes only.