SECTION 1
NATURE AND
ROLES OF
ASSESSMENT
SECTION INTENDED LEARNING
OUTCOME (SILO)
Explain the nature and roles
of a good assessment,and
its relevance to
learners,teachers,parents
and stalkeholders.
learning process, enhancing
student learning.
It’s essential for students,
teachers, and
stakeholders to understand
its purpose, relevance, and
connection to
measurement, testing, and
CONCEPTS AND
RELEVANCE OF
ASSESSMENT
&
ROLES OF ASSESSMENT
component in curriculum
development, used to
identify students’
learning needs, track
progress, and evaluate
performance against
identified outcomes,
occurring at pre-
The commission on higher education
(CHED) mandates outcome-based
education (OBE) across all programs,
emphasizing assessments. OBE
focuses on essential learning
outcomes, requiring appropriate
assessments, especially non-
conventional methods. Authentic
assessment helps learners solve real-
life problems, demonstrating the
INTENDED OUTCOME
(ILO) LEARNING
At the end of chapter 1, students are
expected to:
● Compare and contrast measurement,
assessment, testing, and evaluation.
MEASUREMENT,
TESTING,
ASSESSMENT
AND EVALUATION
MEASUREMENT
Is a quatitative description of an
object’s characteristic or attribute,
used in science and education to
compare unknown quantities to
standards. Teachers use tools like
tests, oral presentations, and rubrics
to evaluate students’ learning abilities.
TESTING
Is a systematic method for gathering
information, involving question administered to
students under similar conditions. Educational
test can measure formative or summative
learning progress. Teachers score tests to
obtain numerical descriptions of students’
performance, with objective methods like raw
scores and subjective method like perception.
Tests provide valuable information about
student learning and progress.
TYPE OF TEST
Tests are essential in education for
providing information and enhancing
learning experiences. Different types
of tests have different purposes and
constructs, requiring understanding
to effectively utilize them.
ACCORDING TO MODE OF
RESPONSE
Tests can be oral, written, or performance-
based. Oral tests measure communication
skills and understanding, while written tests
measure communication and cognition.
Performance tests require students to
demonstrate skills, but have drawbacks like
cost and efficiency. Written tests are
generally fair and efficient, while
performance tests are authentic and
multidimensional.
ACCORDING TO TEST
CONSTRUCTOR
Test constructor distinguishes
standardized and non-standardized
tests based on four properties:
learning outcomes, content
measurement, item quality,
reliability, and administration and
scoring interpretation.
ACCORDING TO EASE OF QUANTIFICATION OF RESPONSE
Tests can be classified as objective or
subjective. Objective tests are easy to
correct and quantify, with single or specific
responses. They include true-false, multiple
choice, completion, and matching items.
Subjective tests, on the other hand, elicit
varied responses and are often influenced
by personal opinion or judgment.
ACCORDING TO MODE OF ADMINISTRATION
Individual cognitive and achievement tests are
administered to identify intellectually gifted and
learning disabilities students, aiding in task
processing, information storage, and language
processing, while also allowing teacher observation.
A group test is a method of testing involving a class
of students or examinees, but it is objective,
restricted, and lacks in-depth observation. It also
lacks rapport and interest, and may lead to boredom
and anxiety.
STANDARDIZED TEST
Prepared by specialists, are
administered to large groups,
providing consistent scoring
procedures and interpretations,
serving as indicators of instructional
effectiveness and school
performance.
NON-STANDARDIZED TEST
Are often created by
inexperienced teachers, with
uncertain item quality, limited
validity, and no established
standards for scoring and
interpreting results compared to
standardized tests.
EVALUATION
Evaluation happens after data from an assessment
task is collected. According to Russell and Airasian
(2012), it is the process of judging the quality of a
performance or action. Coming from the French word
évaluer (to find value), evaluation involves
determining the worth of an educational task.
Teachers interpret assessment data to make sound
decisions about students and the teaching-learning
process. Both teachers and students use evaluation
to see how learning is progressing.
Purposes Of Assessment
1. ASSESSMENT FOR LEARNING
(AFL)
Assessment for learning pertains to a
diagnostic and formative tasks which are used
to determine learning needs, monitor
academic progress of students during a unit or
block of instruction and guide instruction.
2. ASSESSMENT AS LEARNING
(AAL)
Assessment as learning employs tasks or
activities that provide students with an
opportunity to monitor and further their own
learning – to think about their personal
learning habits and how they can adjust their
learning strategies to achieve their goals.
3. ASSESSMENT OF LEARNING
(AOL)
Assessment of learning is summative and done
at the end of the unit, task, process or period.
Its purpose is to provide evidence of a
student’s level of achievement in relation to
curricular outcomes.
RELATIONSHIP AMONG
MEASUREMENT, TEST AND
EVALUATION
1 :[Evaluation] No tests or
measurement
2: [Evaluation + Measurement, no Test]
Non-test measures that are still
measurable
3: [Evaluation + Measurement + Test]
All three overlap
4: [Measurement + Test, no Evaluation]
Test scores used only for
statistical/research purpose.
5: [Measurement only] Non-test
RELEVANCE OF ASSESSMENT
Assessment is needed for continued improvement and accountability
in all aspects of the education system.
Student
Student take responsibility for their own learning. With the
guidance of the teacher, they can learn to monitor changes in their
learning patterns.
Teachers
Assessment informs instructional practice. It gives teachers
information about a student’s knowledge and performance base. It
tells them how their students are currently doing.
Parents
Education is a shared partnership. Following this tenet,
parents should be involved in the assessment process. They are a
valued source of assessment information on the educational history
and learning habits of their children, most especially for pre-
schoolers who do not yet understand their developmental progress.
Student
Student take responsibility for their own learning. With the
guidance of the teacher, they can learn to monitor changes in their
learning patterns.
Teachers
Assessment informs instructional practice. It gives teachers
information about a student’s knowledge and performance base. It
tells them how their students are currently doing.
Parents
Education is a shared partnership. Following this tenet,
parents should be involved in the assessment process. They are a
valued source of assessment information on the educational history
and learning habits of their children, most especially for pre-
schoolers who do not yet understand their developmental progress.
Administrators and Program staff
Administrators and school planners used
assessment to identify strengths and weaknesses
of the program. They designate program priorities,
assess options and lay down plans for
improvement.
Policy Makers
Assessment provides information about
student's achievements which in turn reflect the
quality of education being provided by the school.
Assessment plays a vital role in the K to 12 Program, serving as
the basis for policies such as RA 10533 or the Enhanced Basic Education
Act of 2013, which was implemented due to low performance of Filipino
students in the National Achievement Test (NAT) and international
assessments like TIMSS. In Kindergarten, children take the School
Readiness Yearend Assessment (SReYA) in their mother tongue, while in
Grade 1, they undergo the Early Grade Reading Assessment (EGRA) and
Early Grade Math Assessment (EGMA). By Grade 3, EGRA is administered
in English and Filipino. National Achievement Tests (NAT) are given at
key stages to evaluate readiness for higher levels, while Senior High
School students take various assessments, including the National Career
Assessment Examination (NCAE), to help determine their strengths,
weaknesses, and specializations. Completing the assessment framework
is the National Basic Education Competency Assessment (NBECA), which
measures attainment of K to 12 standards. Overall, assessment ensures
quality monitoring of basic education and provides data for evaluation,
decision-making, and policy formulation to sustain and improve the
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