ASSESSMENT IN

LEARNING 1
EDUCATION
• Latin term “educatum” which means the act
of teaching or training.

• Latin word “educare” which means to bring up

or to raise.

• Latin word “educere” which means to lead

forth or to come out.

Education seeks to nourish the good qualities in

man and draw out the best in every individual and it
seeks to develop the inner, innate capacities of
man.
 DIFFERENT TERMINOLOGIES

✓ ASSESSMENT
✓ TEST
✓ MEASUREMENT
✓ EVALUATION
ASSESSMENT
Method of gathering the school performance data that
aims to collect information to specify and verify
problems concerning student’s learning achievement.

• Information that help teachers understand their students.

• Information that is used to plan and monitor their

classroom instruction,

• Information that is used to a worthwhile classroom

culture and information that is used for testing and
grading.
ASSESSMENT
• Information that help teachers understand their students.
• Information that is used to plan and monitor their
classroom instruction,
• Information that is used to a worthwhile classroom
culture and information that is used for testing and
grading.

“Was the instruction effective?”

“Did the students achieve the intended learning
outcome?”
TEST
Formal and systematic instrument, usually paper and
pencil procedure designed to assess the quality, ability,
skill or knowledge of the students by giving a set of
question in uniform manner.

One of the many types of assessment procedure used to

gather information about the performance of students.

How does individual student perform?

 TESTING

Oral questionings, observations, projects,

performances and portfolios are the other
assessment processes.
MEASUREMENT
Process of quantifying or assigning number to the
individual’s intelligence, personality, attitudes and
values, and achievement f the students.

Express the assessment data in terms of numerical

values.

“HOW MUCH?”
MEASUREMENT
• Arieza got 23 correct answer out of 25 items in
Mathematics test.

• Hannah got 95% in her English first grading

periodic test;

• Jas score 88% in his laboratory test in Biology.

EVALUATION
The process of judging the quality of what is good
and what is desirable.

It is the comparison of data to a set of standard or

learning criteria for the purpose of judging the
worth or quality.

Teachers evaluate how well or to what extent the

students attained the instructional outcomes.
 TEST MEASUREMENT ASSESSMENT EVALUATION

USE OF CHECKING/ GATHERING AND DECISION

INSTRUMENTS/ SCORING THE ORGANIZING OF MAKING/
TOOLS GIVEN THE DATA MAKING
QUESTIONNAIRE WHICH ARE THE JUDGEMENT,
OR ACTIVITIES SCORES EITHER PASS
OR FAIL
 TEST MEASUREMENT ASSESSMENT EVALUATION

IDENTIFYING DURING RECORDING OR GIVING

THE COVERAGE CHECKING OR COLLECTING MEANING TO
OF THE TEST. SCORING THE FINAL
GRADES.

AFTER THE AFTER WRITING AFTER AFTER THE

TEST OR TASK THE SCORE. COMPUTING RESULTS ARE
IS COMPLETED. THE FINAL COMMUNICATED
GRADE. TO THE STUDENT,
PARENTS, OR
STAKEHOLDERS
TYPES OF
ASSESSMENTS
DIAGNOSTIC ASSESSMENT
A type of assessment given at the beginning of
instruction or during instruction. It is used to determine
your individual difficulties by knowing their strengths
and weaknesses prior to instruction so proper
intervention can be done by the teacher.
DIAGNOSTIC ASSESSMENT
• To determine the level of competence of the students;

• To identify the students who already have knowledge

about the lesson;

• To determine the causes of learning problems that

cannot be revealed by formative assessment; and

• To formulate a plan for remedial action.

FORMATIVE ASSESSMENT
Given during instruction to trace out the learning
difficulties and progress of the learners. This was utilized
by the instructor to remediate all aspects found to be
problematic to learning acquisition.
FORMATIVE ASSESSMENT
• To provide immediate feedback to both student and
teacher regarding the success and failures of
learning;
• To identify the learning errors that are in need of
correction;
• To provide teachers with information on how to
modify instruction;
• To improve learning and instruction.
SUMMATIVE ASSESSMENT
Type of assessment usually given at the end of a course or
unit.
SUMMATIVE ASSESSMENT
• To determine the extend to which the instructional
objectives have been meet;
• To certify student mastery of the intended learning
outcomes as well as use it for assigning grades;
• To provide information for judging appropriateness
of the instructional objectives;
• To determine the effectiveness of instruction.
NORM REFERENCED ASSESSMENT
• This assessment primarily compares one’s
learning performance against an average norm. It
indicates the student’s performance in contrast
with other students.
• To assess whether the students have performed
better or worse than the others.
• Norm-referenced score will not tell whether a
student met, exceeded, or fell short of the
standard of proficiency.
CRITERION REFERENCED ASSESSMENT
• It measures student’s performances against a
fixed set of predetermined criteria or learning
standards
• These assessments are designed to determine
whether students have mastered the material
presented in a specific unit.
• Students are compared to the standard, without
considering how other students performed in the
assessment.
CRITERION REFERENCED ASSESSMENT
Intended learning outcome: to spell at least eighteen
out of twenty words correctly.

Student a: spelled 20 words correctly

Student b: spelled 18 words correctly
Student c: spelled 10 words correctly
IPSATIVE ASSESSMENT
• It measures the performance of a student against
their previous performances.
• You are not comparing yourself against other
students, which may be not so good for your self-
confidence.
• With this method you are trying to improve
yourself by comparing previous results.
TRADITIONAL ASSESSMENT
• Refers to the written test or the paper-and-pencil
test. This type of test usually relies on rote
memorization of facts.
 SELECTED - CONSTRUCTED -
RESPONSE TYPE RESPONSE TYPE

ALTERNATE RESPONSE SHORT ANSWER

• TRUE OR FALSE
• YES OR NO
• OR TRADITIONAL
ASSESSMENT
MULTIPLE CHOICE ESSAY

MATCHING TYPE PROBLEM SOLVING

ALTERNATIVE ASSESSMENT
• Refer to activities wherein students are asked to
perform real-world tasks that demonstrate
meaningful application of what they have learned.

• They measure students’ ability to apply knowledge

of the content in real life situations and ability to
use what they have learned in meaningful ways.
 PRODUCT PERFORMANCE

OUTPUT PERFORMANCE
TASKS
• SCRAPBOOK AUNTHENTIC • ROLE PLAY
• PORTFOLIO ASSESSMENT
• DEMONSTRATION
• COLLAGE
• DANCE
• EXHIBITS
• STAGE PLAYS
 CONTEXTUALIZED
ASSESSMENT

• Focuses on the students’ construction of functioning

knowledge.
• Student’s performance in their application of
knowledge and skills in the real work context.
• Reflect real-life tasks and require students to utilize
higher order thinking skills.

• Uses performance-based tasks which are authentic in

nature.
 DECONTEXTUALIZED
ASSESSMENT

• Include written exams suitable for assessing

declarative knowledge.

• Not necessarily have a connection to real life context.

• Declarative knowledge and/or procedural knowledge

in artificial situations detached from real work context.
PURPOSES OF
ASSESSMENTS
✓ inspire and motivate students to focus on their studies.

✓ provide feedbacks to improve student’s learning

✓ diagnose student’s strengths and weaknesses

✓ help you develop student’s skills of self-assessment

✓ provide a profile of what student’s have learned

✓ determine if the student is capable of receiving a passing or

failing mark.
✓ predict success in their future employment
✓ provide feedbacks for your lecturer/s

✓ help improve teacher’s methods of teaching

✓ make the course appear creditworthy to other institutions and

employees.

✓ help student’s select future courses

✓ help student’s acquire license to practice profession

APPROACHES TO
ASSESSMENTS
ASSESSMENT ASSESSMENT ASSESSMENT
FOR OF AS
LEARNING LEARNING LEARNING
 ASSESSMENT FOR LEARNING
On-going assessment that allows teachers to monitor
students on a day-to-day basis and modify their teaching
based on what the students need to be successful.

It provides students with the timely, specific feedback

that they need to make adjustments to their learning.

The result serves as a proof that you have achieved the

desired learnings targeted by your teacher.
 ASSESSMENT OF LEARNING
Usually given towards the end of a course or a unit in a
semestral term. It is being done to determine if you
have achieved the instructional goals and for your
teachers to give you an equivalent mark or grade.

Sometimes referred to as summative assessment. Your

mid-term or final examinations.
 ASSESSMENT AS LEARNING

Occurs when students are their own assessors.

Students monitor their own learning, ask questions
and use a range of strategies to decide what they
know and can do, and how to use assessment for
new learning.
PRINCIPLES OF
ASSESSMENTS
ASSESSMENT SHOULD HAVE A CLEAR PURPOSE.
The methods used in collecting information should be based on
this purpose. The interpretation of the data collected should be
aligned with the purpose that has been set.

ASSESSMENT IS NOT AN END IN ITSELF.

Collecting information about student learning, whether
formative or summative, should lead to decision that will allow
improvement of the learners.
ASSESSMENT IS AN ON-GOING, CONTINUOUS, AND A FORMATIVE
PROCESS.
It consists of a series of tasks and activities conducted over time.
It is not a one-shot activity and should be cumulative.
Continuous feedback is an important element of assessment.

ASSESSMENT IS LEARNER-CENTERED .
Assessment of learners provides teachers with an
understanding on how they can improve their teaching, which
corresponds to the goal of improving student learning.
ASSESSMENT IS BOTH PROCESS- AND PRODUCT-ORIENTED .
It gives equal importance to learner performance or product in
the process.

ASSESSMENT MUST BE COMPREHENSIVE AND HOLISTIC .

It should be performed using a variety of strategies and tools
designed to assess student learning in a holistic way.

It should be conducted in multiple periods to assess learning

overtime.
ASSESSMENT REQUIRES THE USE OF APPROPRIATE MEASURES .
Learners must be provided with challenging but age- and
context-appropriate assessment tasks. Must be, but not be
limited, valid and reliable.

ASSESSMENT SHOULD BE AUTHENTIC AS POSSIBLE .

Assessment tasks or activities should closely, if not fully,
approximate real-life situations or experiences.