Lesson 1

CLASSROOM ASSESSMENT: AN OVERVIEW

Introduction
The primary quality assurance tool in tracking student’s progress is
assessment. As this provides basis for profiling student performance based on the
achieved standards, promoted ability to self – reflect and personal accountability for
one’s learning.
Teachers and other people in the field of education are continuously involved
in making decisions about students’ welfare. In such decision-making, sound
judgment based on scientifically collected data are most crucial. Here is where
evaluation of data collected through tests and other measurement devices are most
needed. Nevertheless, most beginning teachers use important concepts in assessment
interchangeably. These concepts include measurement, evaluation and assessment.
Hence, this lesson targets to get beginner teachers like you familiarize with the basic
concepts, which will be used throughout the course.
Furthermore, the Beginning Teacher Indicators (BTIs) of the Philippine
Professional Standards for Teachers (PPST) under the Domain 5 – Assessment and
Reporting stipulates the different standards that a beginning teacher like you should
possess. Hence, ensuring utmost understanding of the basic concepts about
assessment is necessary in order for you to easily learn other vital and underlying
concepts on how to properly and effectively assess your learners.
As you progress with the different lessons in this module, you are expected to
learn and acquire each of the specified indicators specifically focused in process of
assessment of learners.

bjectives
After completing this lesson, you are expected to:

 understand assessment and reporting as one of the domains of the Philippine

Professional Standards for Teachers (PPST) ;
 define classroom assessment, measurement and evaluation;
 identify the different components of classroom assessment;
 differentiate the different types of evaluation integrated in the various phases
of instruction; and
 explain the role of assessment in making instructional decisions.
The Philippine Professional Standards for Teachers (PPST)
The Philippine Professional Standards for Teachers (PPST) laid out standards that
define teacher quality, anchored on the principle of lifelong learning. The development of
teachers in PPST progresses developmentally with an increasing level of knowledge,
practice, and professional engagement (DepEd Order 42,s, 2017), as teachers refine their
practice and respond to the different complexities of the educational arena (Roberto &
Madrigal, 2018).
The PPST articulates what constitute teacher quality through the seven (7) well-
defined domains, thirty – seven (37) collective strands and indicators which serve as
gauge for teacher’s professional learning, competent practice, and effective engagement.
The seven (7) domains stipulated in the PPST includes:
Domain 1 – Content Knowledge and Pedagogy
Domain 2 – Learning Environment
Domain 3 – Diversity of Learners
Domain 4 – Curriculum and Planning
Domain 5 – Assessment and Reporting
Domain 6 – Community Linkage and Professional Engagement
Domain 7 – Personal Growth and Professional Development

Each domain is described fully at each career stages of development of teachers

starting from Career Stage 1 – Beginning Teachers, Career Stage 2 – Proficient Teachers,
Career Stage 3 – Highly Proficient, and Career Stage 4 – Distinguished Teachers).
One of the most critical responsibilities of the teacher is the assessment of student
performance (Mertler & Campbell, 2005) as the quality of the teaching and learning
process may be dependent on the quality of the assessment utilized (Mitchell, Robinson,
Plake, & Knowles, 2001).
In the PPST, Domain 5 – Assessment and Reporting focuses on the processes
related to the utilization of different assessment tools and strategies as means to inform
and enhance the teaching and learning process and programs through proper monitoring,
evaluation, documentation, feedback and reporting of learner’s needs, progress, and
achievement (DepEd Order 42,s, 2017). As a pre -service teacher, you are classified
under Career Stage 1 – Beginning Teachers. Under the Beginning Teacher Indicator for
Domain 5 – Assessment and Reporting, pre -service teachers are expected to demonstrate
knowledge, familiarity, and understanding on the five (5) strands of the Domain 5.
 Domain 5 Assessment & Reporting covers the following strands:
1. Design, selection, organization and utilization of assessment strategies
(DSOUAS)
2. Monitoring and evaluation of learners progress and achievement (MELPA)
3. Feedback to improve learning (FIL)
4. Communication of learner needs, progress, and achievement (CLPA)
5. Use of assessment data (UAD)
These strands are also aligned with the Standards for Teacher Competence in
Educational Assessment of Students developed by the National Council on Measurement
in Education (NCME, 1990).
Standards for Teacher Competence in Educational Assessment of Students
(Developed by the American Federation of Teachers National Council on
Measurement in Education National Education Association)
1. Teachers should be skilled in choosing assessment methods appropriate for
instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for
instructional decisions.
3. The teacher should be skilled in administering, scoring and interpreting the results
of both externally – produced and teacher- produced assessment methods.
4. Teachers should be skilled in using assessment results when making decision
about individual student, planning teaching, developing curriculum, and school
improvement.
5. Teachers should be skilled in developing valid pupil grading procedures which
use pupil assessments.
6. Teacher should be skilled in communicating assessment results to students,
parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise
inappropriate assessment methods and uses of assessment information.
Therefore, the challenge now to you as a pre – service teacher is to acquire the
standards set for a Beginning Teacher. Specific to this module is grasping the ideals set
for Domain 5 assessment and Reporting. Learning this kicks off with understanding the
four (4) components of classroom assessment. Moreover, understanding and grasping
fully this domain initially starts with knowing why should a teacher become skillful and
knowledgeable in assessing the learners – that is, the purpose of assessment.
Purpose
Classroom assessment starts from a clear and well-defined purpose or doing the
assessment. We need to have clear answers to the following questions:
a. Why are you doing the assessment?
b. What will be gained by it?
c. What teacher decision is enhanced by the information gathered through
assessment?
d. How will student learning be enhanced by this assessment?
e. Will your assessment deliberately improve student performance or simply to
audit them?
f. Has the assessment motivated students to learn?
g. Do the assessment provide a realistic estimation of what the students are able
to do?
In the course of the teaching learning process, we do three kinds of assessment –
FOR, OF and AS learning which suggest to us the reason why we are doing the
assessment process.

Assessment FOR Learning. This includes three types of assessment done before
and during instruction. These are placement, formative and diagnostic.
a. Placement - done prior to instruction
 Its purpose is to assess the needs of the learners to have basis in
panning for a relevant instruction.
 Teachers used the assessment to know what their students are
bringing into the learning situation and use this as starting point for
instruction.
 The results of this assessment place students in specific learning
groups to facilitate teaching and learning.

b. Formative – done during instruction

 It is this assessment where teachers continuously monitor the
students’ level of attainment of the learning objectives (Stiggins,
2005)
 The result s of this assessment are communicated clearly and
promptly to the students for them to know their strengths and
weaknesses and the progress of their learning.
 c. Diagnostic – done during instruction
 This is used to determine students’ recurring and persistent
difficulties.
 It searches for the underlying cause of students’ learning problems
that do not respond to first aid treatment.
 It helps formulate a plan for detailed remedial instruction.

Assessment OF Learning. This is done after instruction. This is usually referred

to as the summative assessment.
d. Summative Assessment
 It is used to certify what students know and can do and level of their
proficiency or competency.
 Its results reveal whether or not instructions have successfully
achieved the curriculum outcomes
 The information from assessment of learning is usually expressed as
marks or letter grades.
 The result of which are communicated to the students, parents, and
other stakeholders for decision making.
 It is also a powerful factor that pave away for educational reforms.

Assessment AS Learning. This is done for teachers to understand and perform

well their role of assessing FOR and OF learning. It requires teachers to undergo
training on how to assess leaning and be equipped with the following
competencies needed in performing their work as assessors.
 Summary of the Assessment FOR, AS and OF learning

FOR Learning AS Learning OF Learning

By teachers By students By teachers

To determine what to do next To determine what to To determine student’s

instructionally (strategies, do next in my learning level of achievement of
differentiation) (e.g. strategy,focus) overall expectations at a
given point

To provide descriptive feedback To provide descriptive As evidence to support

to students (what they are doing feedback to peers and professional judgement
well, what needs improvement, self (peer and self
and how to improve) assessment)
The goal is to become
reflective, self
monitoring learner

Measurement
Measurement can be defined as the process by which information about the
attribute or characteristics of things are determined and differentiated. For example,
length and temperature can be differentiated as long or short and hot or cold, respectively.
To arrive at such differentiation, we use devices such as meter sticks and
thermometers .This process of determining the quantity of something and the device that
we use in expressing the quantity of the attribute is called measurement.
In education, measurement is the device or instrument that we used to measure
students’ achievement, skills, attitude, intelligence, personality or anything that can be
expressed quantitatively. Tests are the most common device used in measuring students’
achievement, skills and other attributes. Tests, such as achievement tests are useful in
measuring qualities like knowledge and skills, or the attributes that are readily defined.
On the other hand, non-tests such as interview and checklists are those we use to
measure qualities like attitude and values, or the attributes that are not readily defined.
However, unlike physical attributes like length and temperature, students’
attribute which are mostly psychological in nature cannot just be measured by means of
observation. Neither can they be easily be quantified. The task of the teacher is to
express this attribute in quantities to make it less ambiguous and subjective.
 Quantification reduces subjectivity and ambiguity as when achievement is
expressed as 80th percentile rather than just by giving descriptions such as “good”
student, whose interpretation will surely differ from one person to another. To be most
useful in quantifying students/’ attribute, a measurement device therefore should be both
relevant and accurate- relevant to what is being measured and accurate in terms of the
scores or measures it reveals.
The following items summarize key concepts about measurement:
- systematic process of assigning numbers to performance
- is used to determine how much trait, attribute or characteristic an individual
possesses
- techniques used include tests, ratings, observations, and interview.

Evaluation
Evaluation, on the other hand, can be defined as the process of summing up the
results of measurements or tests, giving them some meaning based on value judgment.
From the educational standpoint, we defined evaluation as a systematic process of
determining the extent to which instructional objectives are achieved by the students
(Grondlund, 1981). Objectives are the intended learning outcomes and it is the
paramount consideration in evaluation.
These definitions suggest that evaluation is much more comprehensive and
inclusive than measurement. Measurement is limited to the quantitative description of
the attribute, as in “Student A got 90 on the test”, and does not include qualitative
description as in whether the particular score is good or bad for a particular purpose. In
other words, evaluation involves interpretation of scores or measurement data because
scores themselves do not have any meaning. One way of interpreting the score is to
assign a grade using a fixed standard like a score of 90 receives a grade of 1.25. It could
also be interpreted in relation to the students’ rank in the class. Evaluation therefore
includes quantitative description (measurement) or qualitative description and value
judgment concerning the result of measurement.
In the K to 12 Basic Education Curriculum, learners are assessed through various
processes and measures that are appropriate to and congruent with the learning
competencies defined in the curriculum. Furthermore, the new curriculum uses a
standards-and-competency- based grading system, and all grades will be based on the
weighted raw score the learner’s summative assessments. Learners from Grades 1 to 12
are graded on Written Work (WW), Quarterly Assessment (QA) and Performance Tasks
(PT) every quarter. The three components are given specific percentage weights that
vary according to the nature of the learning area. For example, for Grade 1-10 Science
and Math, written work is 40%, performance tasks is 40% and quarterly assessment is
20%. On the other hand, for Grades 1-10 Languages, Araling Panlipunan and
Edukasyon sa Pagpapakatao, Written Work is 30%, Performance Tasks is 50% and
Quarterly Assessment is 20%.
Students’ weighted raw scores will be their initial grade and shall be transmuted
accordingly. For example, a weighted raw score 80 shall be transmuted into 87, while a
weighted raw score 90 shall be transmuted into 93. The transmuted grade will be
described as follows:

Grading Scale Descriptor Remarks

90-100 Outstanding Passed

85-89 Very Satisfactory Passed

80-84 Satisfactory Passed

75-79 Fairly Satisfactory Passed

Below 75 Did Not Meet Expectations Failed

Below summarizes the important elements of evaluation:

- Once measurement is used, you need to place some degree or value on different
numbers
- Evaluation involves judging about quality – how good the behavior or
performance is
- Involves interpretation of what has been gathered through measurement
- Performance standards are used to determine whether a performance is good or
bad
- Criteria are the specific dimensions that are evidenced to successfully attain the
standard

Assessment
If measurement is the process of quantifying the quality of the attribute and
evaluation is the process of interpreting the results measurement, assessment involves the
process of organizing quantitative (tests) and qualitative (non-tests) data. It is also
defined as the process of documenting, usually in measurable terms, knowledge, skills,
attitudes and beliefs. After the attribute has been determined and differentiated through
tests and non-tests measures, assessment involves the systematic collection and
organization of data in order for evaluation or giving meaning is facilitated. Assessment
is very important because if data are not organized properly, judging and making
decisions about student’s performance or achievement will be prone to ambiguity and
subjectivity.
In broader terms, classroom assessment refers to the collection, evaluation and
use of information that will help teachers make better decisions. Thus, measurement
(collection) and evaluation (interpretation) are components of classroom assessment.
The diagram below summarizes the components of classroom assessment.

Purpose Measurement Evaluation Use

Classroom assessment refers to the collection, evaluation and use of information

that will help teachers make better decisions.

Uses of Assessment Data

Assessment data can be used in three broad areas: diagnosis, grading and
instruction.
Diagnosis. Assessment data allows the teacher to determine the specific
area that needs further attention. For example, the students still find difficulty in
accomplishing specific intended learning outcome even after the teacher had
revised instruction, a diagnostic test can be given to identify the specific
weakness. Assessment of why a student may be having difficulty is essential so
that more appropriate instructional activities can be prescribed
Grading. Grades that teachers assigned to students’ performance are
based on measurement-driven information. At the end of each period, semester or
academic year, grades are the direct and concrete evidence of students learning.
In the classroom, some teachers use grading to “control” students behavior and
some teachers use grades to “motivate” students to achieve more. For parents
and students, uses of grades are many.
 Instruction. Assessment helps teachers make instructional decisions. If
the objectives of the lesson are not satisfied, as evidenced by unsatisfactory
student performance, say for example in a quiz, the teacher has to examine the
methods and strategies utilized, or check whether the objectives are realistic and
attainable. Furthermore, the teacher can gain immediate feedback whether the
students understand the lesson or not (even before at the end of instruction) by
giving oral questioning or recitation so that he/she can immediately adjust his
instructional procedures and activities.

Knowing the different concepts of assessment will not complete understanding of

a teacher on the process of assessment. Thus, teachers should also determine how it will
work on the teaching and learning process itself.

The Interdependence of Teaching, Learning and Evaluation

Teaching has been defined as the process of facilitating learning and learning is
broadly defined as the process of acquiring knowledge, attitude, skills, habits and
abilities. To determine if the teaching has facilitated learning, evaluation is carried out.
In other words, teaching, learning and evaluation are three interdependent aspects of the
educative process (Grondlund, 1981). This interdependence is clearly seen when the
main purpose of instruction is conceived in terms of helping students achieve a set of
learning outcomes which include changes in the cognitive, psychomotor and affective
domains. Simply put, the instructional objectives or the desired changes in the students
(learning) are brought about by planned learning activities (teaching), and the students’
progress is determined by tests and other devices (evaluation).
The integration of evaluation (always remember that measurement and
assessment are always part of it) into the teaching –learning process can be seen in the
following stages of the process:

1. In setting instructional objectives

Both teaching and evaluations start with the determination of objectives. These
objectives are stated in terms of desirable student behavior in the three general domains
of learning: cognitive (i.e. knowledge), affective (i.e. attitude) and psychomotor (i.e.
skills). It is these objectives that provide direction to teaching. They aid the teachers in
making decisions regarding the types of methods, activities and materials he has to
provide. To be most useful, these objectives must be attainable, observable and
measurable. If for example, the teacher’s instructional objective is for the students to
“draw and label the parts of a gumamela flower”, this outcome will determine his
methods, his materials and the kinds of tests he will be giving at the end of instruction.
2. In determining student variables that can affect instruction
Prior to instruction, it is generally desirable for teachers to carry out pre-
assessment to determine students’ background abilities, experiences and interests in
relation to learning outcomes. This process provides information which the teacher can
use in making instructional plans, and remedial works to meet students’ needs. While
some students already have the prerequisite skills in learning the new lesson, evaluation
will help the teacher determine the degree of background information the students have
in their repertoire.

3. In providing instructional activities that are relevant and necessary to achieve the
desired learning outcomes.
During this stage, lessons or subject matter and the procedures of teaching are
integrated into the learning activities which are designed to help students achieve the
desired learning outcomes. At this stage, evaluation provides the teacher and the students
with the necessary feedback or information regarding students’ progress and difficulties.
This feedback is very useful in helping teachers make adjustments in the various
instructional procedures.

4. In determining the extent to which desired learning outcomes are achieved.

To determine the extent to which desired learning outcomes are achieved, various
types of tests and evaluative instruments are used. Evaluation of learning outcomes
provides the students with information regarding the nature of the learning outcomes, his
progress toward attaining these outcomes as well as his difficulties in moving towards
them. On the other hand, the teacher gains information regarding the appropriateness of
the instructional objectives, and the effectiveness of his teaching methods and materials.
Therefore, evaluation improves both the teaching and learning process.
 In the various phases of instruction, evaluation is integrated. The type of
evaluation is determined by the phase of instruction it is employed. The four types of
evaluation are placement, formative, diagnostic and summative.

The table below summarizes the four types of evaluation:

Type of Function Example
evaluation

1. Placement Determines student’s entry behavior Pre-test, aptitude

(what they already know) test, readiness test
2. Formative Determines feedback whether students Quizzes, oral
are accomplishing the objectives questioning
(recitation)
3. Diagnostic Determines areas of weaknesses that Diagnostic tests
cannot be assessed by formative
evaluation
4. Summative Determines if students satisfied Summative test
the goals of the learning task ( achievement tests,
final examinations)
 ASSESSME
NT
OF
LEARNING
1
DR. JENNIFER VELASQUEZ-
OVERVIEW OF
CLASSROOM
ASSESSMENT
OBJECTIVES
 discuss the origin of the word assessment
 display understanding of assessment and
reporting as one of the domains of the
Philippine Professional Standards for Teachers
(PPST) and Standards for Teachers
Competence in Assessment;
 define classroom assessment, measurement
and evaluation;
 differentiate between measurement and
evaluation; test and non-test
 identify the different components of classroom
assessment;
“student assessment is
an essential part of
teaching and that good
teaching cannot exist
without good student
assessment”
 INTRODUCTION
 The primary quality
assurance tool in tracking
student’s progress is
assessment.
 Teachers and other people in
the field of education are
continuously involved in
making decisions about
students’ welfare.
 ETYMOLOGY OF THE
WORD: ASSESSMENT
 "To assess"
derives from
the Latin verb
"assidere", to
sit by
(originally, as
an assistant-
judge in the
context of
taxes). This Photo by Unknown Author is licensed under CC BY-NC
 ETYMOLOGY OF THE
WORD: ASSESSMENT
 Hence, in
"assessment of
learning"
 we "sit with the
learner", and
that implies that
it is something
that we do with
and for our
students rather
than to them. This Photo by Unknown Author is licensed under CC BY-NC
ETYMOLOGY OF THE
WORD: ASSESSMENT
"Assessment
 is the process of gathering and
discussing information from multiple
and diverse sources in order to develop
a deep understanding of what students
know, understand, and can do with
their knowledge as a result of their
educational experiences;
 the process culminates when
assessment results are used to
improve subsequent learning.”
THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
(PPST)
 laid out standards that define teacher quality,
anchored on the principle of lifelong learning.
 The development of teachers in PPST progresses
developmentally with an increasing level of
knowledge, practice, and professional engagement
(DepEd Order 42,s, 2017), as teachers refine their
practice and respond to the different complexities
of the educational arena (Roberto & Madrigal,
2018).
 The PPST articulates what constitute teacher
quality through the seven (7) well- defined
domains, thirty – seven (37) collective strands and
indicators which serve as gauge for teacher’s
professional learning, competent practice, and
effective engagement.
THE PHILIPPINE 13
PROFESSIONAL STANDARDS FOR
TEACHERS
CQA
Four Career Stages (developmental, lifelong learning)

Career Stage 1 – Beginning Teachers

Career Stage 2 – Proficient Teachers
Career Stage 3 – Highly Proficient Teachers
Career Stage 4 – Distinguished Teachers

Seven Domains (“distinctive spheres of the teaching-learning

process”)

(37) Strands (“more specific dimensions of positive teacher

practices”)

(37) Indicators per Career Stage (concrete, observable,

measurable teacher practices)
7 DOMAINS IN PPST
 Domain 1 – Content Knowledge and
Pedagogy
 Domain 2 – Learning Environment
 Domain 3 – Diversity of Learners
 Domain 4 – Curriculum and Planning
 Domain 5 – Assessment and Reporting
 Domain 6 – Community Linkage and
Professional Engagement
 Domain 7 – Personal Growth and
Professional Development
 Domain 14

Indicators

Strands
 8
RATIONALE FOR CAREER STAGES
The description of standards
at different career stages CQA
provides “a framework for the
teacher development
continuum.”
(OECD,2005, p. 13)

Teacher evaluation should be

based on professional teaching
standards
and should be sophisticated enough
to assess teaching quality across
the continuum of development
from novice to expert teacher.
(Darling-Hammond in Strauss, 2012, p. 38)
 Teacher Professional Development 9
Framework
CQA
Career Path

Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Proficient)
Recruitment Stage 1 (Proficient)
Learnin
and Hiring (Beginning) g
Action
Cells
Teacher
Teacher Entry Induction Rewards,
Requirement
Program Compensation?
Teacher Accreditation at Career
12
Stage 2, 3, 4 and Head Teacher
Position
Teacher
Education Classroom Observation Tool & Self-Reflection Tool
Targeted Professional Development and Teacher
Training
PPST, DOMAIN 5 –
ASSESSMENT AND REPORTING
 focuses on the processes related to
the utilization of different assessment
tools and strategies as means to
inform and enhance the teaching and
learning process and programs
through proper monitoring,
evaluation, documentation, feedback
and reporting of learner’s needs,
progress, and achievement (DepEd
Order 42,s, 2017).
5 strands: Beginning Teacher
Indicators
1. Design, selection, 5.1.1 Demonstrate knowledge of the design,
organization and selection, organization and use of diagnostic,
utilization of assessment formative and summative assessment
strategies strategies consistent with curriculum
(DSOUAS) requirements.
2. Monitoring and 5.2.1 Demonstrate knowledge of monitoring and
evaluation of learners evaluation of learner progress and achievement
progress and achievement using learner attainment data.
(MELPA)
3. Feedback to improve 5.3.1 Demonstrate knowledge of providing
learning (FIL) timely, accurate and constructive feedback to
improve learner performance.
4. Communication of 5.4.1 Demonstrate familiarity with a range of
learner needs, progress, strategies for communicating learner needs,
and achievement (CLPA) progress and achievement.

5. Use of assessment data 5.5.1 Demonstrate an understanding of the role

(UAD) of assessment data as feedback in teaching and
learning practices and programs.
Standards for Teacher
Competence in
Educational
Assessment of
Students
-- Developed in 1990 by the
American Federation of Teachers
National Council on Measurement in
Education
National Education Association

Enhancing the Teacher's Role in Assessment

(Project EXTRA), University of Missouri,
Kansas City, USA
7 Standards
1. Choosing assessment methods appropriate
for instructional decisions

2. developing assessment methods appropriate

for instructional decisions

3. administering, scoring and interpreting the

results of assessment methods

4. using assessment results when making

decisions about individual students, planning
teaching, developing curriculum, and school
improvement
5. developing valid pupil grading procedures
which use pupil assessments

6. communicating assessment results to

students, parents, other lay audiences, and
other educators
7. recognizing unethical, illegal, and otherwise
inappropriate assessment methods and uses of
assessment information
MODES OF
ASSESSMENT
PERFORMANCE
D-BASED

ALTERNATIVE AUTHENTIC

ASSESSMENT PORTFOLIO

AFFECTIVE
TRADITIONAL
WRITTEN
TESTS
BASIC TERMS

 Traditional Assessment –
conventional type of assessment;
pencil-and-paper test

 Alternative Assessment – is any

method that differs from conventional
pencil-and-paper tests, most
particularly objective tests.
TYPES OF ASSESSMENT/
ITEM FORMAT

Traditional
 True-False item
 Multiple-choice item

Tests
 Completion item
 Short answer item
 Essay item

Assessment

Practical examination

Measurement
 Papers

Projects

Alternative

Portfolios
 Discussion
 Interview
 Observation

Questionnaires
Non-Tests

 Inventories
 Checklist
 Peer rating
 Self-rating
Classroom Assessment,
Measurement And
Evaluation
 ASSERTIONS

• As formators, teachers are invited daily

to make sound decisions in order to
bring out the best in students.

• Aside from the in-school curriculum-

bound here now setting, learners also
operate in the context of local and
international societies as well as the
spiritual realm.
 ASSERTIONS

• Transformed learners are skilled in

knowing, doing, being, and living
together.

• The transformative process could

be initiated and enhanced through
assessment.
 WHAT IS CLASSROOM
ASSESSMENT?

CLASSROOM
ASSESSMENT
It is the process of
collection, interpretation
and use of information to
help teachers make better
decisions.
 COMPONENTS OF CLASSROOM ASSESSMENT

Measuremen
Purpose Evaluation Use
t

• Why am I • What • How will I • diagnosis

doing technique interpret the
this? should I use results? • Grading
to gather • What
information? performance • instructio
standards or n
criteria will I
use?
 PURPOSE
 Why are you doing the assessment?
 What will be gained by it?
 What teacher decision is enhanced by the information
gathered through assessment?

 How will student learning be enhanced by this

assessment?
Will your assessment deliberately improve student
performance or simply to audit them?

 Has the assessment motivated students to learn?

 Do the assessment provide a realistic estimation of

what the students are able to do ?
PURPOSES OF CLASSROOM ASSESSMENT

 Improvement of student learning

 Identification of student’s strengths and
weaknesses
 Assessment of the effectiveness of a
particular teaching strategy
 Appraisal of the effectiveness of the
curriculum
 Assessment and improvement of
teaching effectiveness
 Communication with and involvement of
parents in their children’s learning
WHY ARE WE DOING THE
ASSESSMENT?
 Inthe course of the
teaching learning
process, we do three
kinds of assessment –
FOR, OF and AS
learning
ASSESSMENT FOR
LEARNING
 This includes three types of assessment done before
and during instruction. These are placement,
formative and diagnostic.

A. PLACEMENT - done prior to instruction

  Its purpose is to assess the needs of the learners to

have basis in planning for a relevant instruction.
  Teachers used the assessment to know what their
students are bringing into the learning situation and
use this as starting point for instruction.
  The results of this assessment place students in
specific learning groups to facilitate teaching and
learning.
ASSESSMENT FOR
LEARNING
b. FORMATIVE – done during instruction
 It is this assessment where teachers continuously monitor the
students’ level of attainment of the learning objectives (Stiggins, 2005)
 The result s of this assessment are communicated clearly and
promptly to the students for them to know their strengths and
weaknesses and the progress of their learning.

c. DIAGNOSTIC – done during instruction

 This is used to determine students’ recurring and persistent
difficulties.
It searches for the underlying cause of students’ learning problems
that do not respond to first aid treatment.  It helps formulate a plan for detailed
remedial instruction.
ASSESSEMENT OF
LEARNING
 This is done after instruction. This is usually referred to as
the summative assessment.


d. Summative Assessment
 It is used to certify what students know and can do and
level of their proficiency or competency.
 Its results reveal whether or not instructions have
successfully achieved the curriculum outcomes
 The information from assessment of learning is usually
expressed as marks or letter grades.
 The result of which are communicated to the students,
parents, and other stakeholders for decision making.
 It is also a powerful factor that pave way for educational
reforms.
ASSESSMENT AS
LEARNING.
 This is done for teachers to understand and
perform well their role of assessing FOR and
OF learning.
 It requires teachers to undergo training on
how to assess learning and be equipped with
the competencies needed in performing their
work as assessors.

 For students, Assessment as learning is way to

reflect on what they learn and do not learn,
the learning difficulty and how to cope up with
it (what to do next to improve learning)
 MEASUREMENT

It is a process by which
information about the
attributes or characteristics
of things are determined and
differentiated.
 MEASUREMENT

In education, measurement
is the device or instrument that
we used to measure students’
achievement, skills, attitude,
intelligence, personality or
anything that can be expressed
quantitatively.
 MODES OF MEASUREMENTS

TESTS v NON-TESTS
These are the s Non-tests such as
most common interview and
device used in checklists are
those we use to
measuring
measure qualities
students’ like attitude and
achievement, values, or the
skills and other attributes that are
attributes. not readily defined.
 MODES OF MEASUREMENTS

TESTS v NON-TESTS
s
Domains:
cognitive, Domain :
psychomotor Affective
Learning Target:
Learning Affects such as
Target: attitude, interest,
knowledge, values, motivation
reasoning, skills
 MEASUREMENT

It is a systematic process of assigning

numbers to performance.

It is used to determine how much trait,

attribute or characteristic an individual
possesses.

Techniques used include tests, ratings,

observations, and interviews
 EVALUATION

It is the process of summing up the results of

measurements or tests, giving them some
meaning based on value judgment.

It is a systematic process of determining the

extent to which instructional objectives are
achieved by the students. (Grondlund, 1981).
 KEY CONCEPTS OF
EVALUATION
• Once measurement is used, you need to
place some degree or value on different
numbers.

• Judging about quality – how good the

behavior or performance is.

• Involves interpretation of what has been

gathered through measurement.
 KEY CONCEPTS OF
EVALUATION
• Performance standards are used
to determine whether a
performance is good or bad.

• Criteria are the specific

dimensions that are evidenced to
successfully attain the standard.
Instructional Objectives

 are
the intended learning outcomes
and it is the paramount consideration in
evaluation.
USE OF ASSESSMENT DATA

DIAGNOSI
S

GRADIN
G

INSTRUCTIO
N
 USE OF ASSESSMENT DATA

DIAGNOSI
S
It allows the teacher to determine
the specific area that needs further
attention.

Assessment of why a student may

be having difficulty so that appropriate
instructional activities can be
prescribed.
 USE OF ASSESSMENT DATA

GRADING

Grades are based on measurement-

driven information.

Some teachers use grading to “control”

and to “motivate”.
 USE OF ASSESSMENT DATA

INSTRUCTIO
N

Assessment helps teachers make

instructional decisions.
 Process instructional decision-
instantaneous;

 Planning instructional decision,

reflective
Activity Time!

DIRECTION: Identify if the following
is measurement or evaluation.

1. QUIZ Answer:
Measurement

2. Grade in Math 102 =

2.75 Answer:
Evaluation
DIRECTION: Identify if the following
is measurement or evaluation.

3. Most outstanding
teacher Answer:
Evaluation

4. Graded Recitation
Answer:
Measurement
DIRECTION: Identify if the following
is measurement or evaluation.

5. Excellent teaching
performance Answer:
Evaluation

6. University/College
Scholar Answer:
Evaluation
DIRECTION: Identify if the following
is measurement or evaluation.

7. Student A failed in EDUC

135a Answer:
Evaluation

8. Best in Research
Presentation Answer:
Evaluation
DIRECTION: Identify if the following
is measurement or evaluation.

9. Interview
Answer:
Measurement

10. Highest during the

exam Answer:
Measurement
 Count the number of the
correct items multiplied by
1.
Total Points: 10


DIRECTION: Fill out the Venn diagram
with the following terms in
assessment.
 Test

 Measurement

 CLSUCAT
Results

 Evaluation

 Rating Scale

 Assessment

 Non-Tests
 CLASSROO
EVALUATION M
ASSESSME
MEASUREME NT
NT
TESTS NON-TESTS

UPCAT Rating Scales

Results
TEST OR NON-TEST?
1. To show skill in throwing shot put
2. To develop camaraderie among
the members of the group
3. To develop interest in playing
basketball
4. To manifest honesty in dealing
with peers
5. To enumerate the parts of plants
CLASSIFICATION. CLASSIFY EACH STATEMENT BASED ON
THE COMPONENTS OF ASSESSMENT .
WRITE P – PURPOSE
M –MEASUREMENT
E – EVALUATION
U – USE

1. The teacher describes the learners’ performance in

Math as very low.
2. The teacher interprets the scores in the projects of
the learners as excellent, good or needs
improvement.
3. The teacher plans to improve the learners’
performance.
4. Based on the learners’ final grades in Math, the
teacher decides to provide remedial instruction.
5. The teacher obtains the scores of the learners in
their examination.
 THE
END…
 THE INTERDEPENDENCE OF
TEACHING, LEARNING AND
EVLAUATION

This Photo by Unknown Author is licensed under CC BY-SA

OBJECTIVES
 define teaching, learning and
evaluation
 Identify the phases of instruction
based on the Simplified Instructional
Model
 differentiate the different types of
evaluation integrated in the various
phases
of instruction; and
 explain the role of assessment in
“TEACHING ONLY
HAPPENS WHEN
LEARNING
DOES”
INTERDEPENDENCE OF
TEACHING, LEARNING AND
EVALUATION

Process
of Process of
acquiring
facilitati knowledge
ng , attitude, Process in
learning
Teaching skills, determini
habits and ng if
abilities teaching
Learning
is
Evaluati
facilitated
on
 Formulate instructional
objectives

Pre-assess students’ Placement

needs

Provide relevant
instruction

Monitor learning progress Formative

Diagnose student’s difficulties Diagnostic

Evaluate Intended Learning Summative

Outcomes
 Instructional objectives or
the desired changes in
the students
LEARNING

Use of planned
activities
TEACHING
Determination of
students progress
through tests and non-
tests
EVALUATION
PROCESS OF INTEGRATING
EVALUATION
1. In setting instructional
objectives.

2. In determining student
variables that can affect
instruction.
3. In providing instructional
activities that are relevant
and necessary to achieve the
desired learning outcomes.
4. In determining the extent
to which desired learning
outcomes are achieved.
 1. In setting instructional
objectives
 Both teaching and evaluations start with the
determination of objectives. These objectives are
stated in terms of desirable student behavior in the
three general domains of learning: cognitive (i.e.
knowledge), affective (i.e. attitude) and psychomotor
(i.e. skills).
 It is these objectives that provide direction to
teaching.
 They aid the teachers in making decisions regarding
the types of methods, activities and materials he has
to provide.
 To be most useful, these objectives must be
attainable, observable and measurable.
2. In determining student variables
that can affect instruction
 Prior
to instruction, it is generally desirable for
teachers to carry out pre- assessment to
determine students’ background abilities,
experiences and interests in relation to
learning outcomes. This process provides
information which the teacher can use in
making instructional plans, and remedial works
to meet students’ needs.
3. In providing instructional activities that are relevant and necessary to achieve the desired
learning outcomes.

 During this stage, lessons or subject matter and

the procedures of teaching are integrated into
the learning activities which are designed to
help students achieve the desired learning
outcomes.
 At this stage, evaluation provides the teacher
and the students with the necessary feedback or
information regarding students’ progress and
difficulties.
 This feedback is very useful in helping teachers
make adjustments in the various instructional
procedures .
4. In determining the extent
to which desired learning
outcomes are achieved
 Various types of tests and evaluative
instruments are used.
 Evaluation of learning outcomes provides the
students with information regarding the
nature of the learning outcomes -his progress
toward attaining these outcomes and his
difficulties in moving towards them.
 On the other hand, the teacher gains
information regarding the appropriateness of
the instructional objectives, and the
effectiveness of his teaching methods and
materials.
TYPES OF
EVALUATION
Placement Evaluation
This type of evaluation accounts for
a students’ entry behavior or
performance. It determines the
knowledge and skills the students
possesses which are necessary at the
beginning of instruction in a given subject
area.
 Aptitude tests, readiness tests,
inventories and observations
Formative Evaluation
Provides the student with feedback
regarding his success or failure in
attaining the instructional objectives. It
also identifies the specific learning error
that needs to be corrected.
 Quizzes, unit tests and chapter tests
Diagnostic Evaluation
This type of evaluation is used to
detect students’ learning difficulties which
are not revealed by formative tests or
checked by remedial instruction and
other instructional adjustments.
 Diagnostic tests
Summative Evaluation
Determines the extent to which
objectives of instruction have been
achieved, and is used for assigning
course grades.
 Summative tests (achievement tests,
final examinations)
 Type of
Evaluatio Period Given Information
n Obtained

1. Before instruction appropriate level;

Placement entry behaviour;
mode of teaching

2. During instruction feedback

Formative

3. During instruction learning problems

Diagnostic and difficulties;
remedial
techniques
achievement for
4. After instruction grading or
Summative certification
 Type of
Evaluation Function Example
1. Placement Determine Pre-tests,
students’ entry aptitude test,
behavior (what readiness test
they already
know)
2. Formative Determine Quizzes, oral
feedback questioning
whether (recitation)
students are
accomplishing
the objectives
3. Diagnostic Determine Diagnostic
areas of tests
weaknesses
that cannot
be assessed
by formative
evaluation

4. Summative Determines if Summative

students tests
satisfied the (achievement
goals of the tests, final
learning task examination)
synthesis
Domains Learning Mode of Measure
of Target Assessmen ment
t
Developm Tools
ent
Cognitive traditional Tests
objective
Knowledge
Reasoning essay

Psychom Skills Performance-

based
Rubrics
Checklist
Products
otor Authetic ass. Rating scale
portfolio Scoring
criteria

Affective Affect Affective

assessment
Surevy
questionnaire
s
Inventories
The
End