Republic of The Philippines

Province of Northern Samar

Municipality of Las Navas
Colegio De Las Navas

NAME: ESPINA, JISSELLE

SUBJECT: LEARNING ASSESSNMENT 1

COURSE & SECTION: BEED 3/B

INSTRURTOR: MR. GENE REMORERAS

SYNTHESIS

Assessment in learning 1 is the first of the two courses on assessment under the
Professional Education component in the new Policies, Guidelines, and Standards
set by the commission on Higher Education (CHED) for pre-service teacher
education programs (CHED Memo No. 74 to 82, series 2017). This is a 3 unit
course, which is usually taught for 54 hours in one term. In some universities, the
course, should be delivered in 18 weeks for a semestral schedule and 12 weeks for
a trimester schedule. In this book, however the writers designed the course with
suggested time allotment for instruction to inform schedule of lessons and activities
of the course facilitator, whether classes are for semestral or trimestral schedule.
The topic in this course are divided into three chapters, each with three lessons for a
total of nine (9) lessons to cover all the suggested topics to be discussed in the class
given the target learning outcomes of the course. The first chapter focuses on the
Foundations of assessment in learning, the second chapter focuses on the Process
in the Development and administration of tests. The third chapter focuses on the
Organization, utilization, and communication of test results.
A assessment of learning 1 is the process of improvement individuals ability of
learning and ability as learning. It contains as an ongoing process of gathering,
analyzing, and interpreting evidences,data reflecting, on findings, making informed
and consistent judgements to improve students learning. This assessmentof learning
on only focuses to student but also to teachers on how they assess their
students/pupils in approachable way of learning.
This synthesis tackles about assessment of learning 1:

Assessment in learning
1. The different measurement frameworks used in assessment
2. The different types of assessment in learning
3 .The different principles in assessing learning
4. The purpose of classroom assessment
5. Learning targets
6. The bloom’s taxonomy of educational objectives
7. Types of learning targets
8. Appropriate methods of assessment
9. The different classifications of assessment
10. When do we use educatrional and psychological assessments?
11. When do we use paper-and-pencil and performance-based type of
assessments?
12. How do we distinguish teacher-made from standardized test?
13. What information is sought from achievement and aptitude tests?
14 .How do we differentiate speed from power test?
15.How do we differentiate norm-referenced from criterion- 16referenced test?
17.Why do we need to define the test objectives or learning 18.outcomes targeted
for assessment?
19.The objectives for testing
20.A table of specifications
21 .The general steps in developing a table of specifications
22.The different formats of a test table of specifications
23.The general guidelines in choosing the appropriate test format
24.The major categories and formats of traditional tests
25.The general guidelines in writing multiple-choice test items
26.The general guidelines in writing matching-type items
27.The general guidelines in writing true or false items
28.The general guidelines in writing short-answer test items
29.The general guidelines in writing essay test
30.The general guidelines in problem-solving test items
31.A test reliability
32..The different ways to establish test reliability
33.The test validity
34.The different ways to establish test validity
35.How to define if an item is easy or difficult?
36.How do we organize and present ungrouped data through tables?
37.How do we present test data graphically?
38Which graph is best?
39.The variations on the shapes of frequency distributions
40.Measures of central tendency
41.Measures of dispersion
42.Measures of position
43.What are standard scores?
44.Measures of covariability
45.The purposes of grading and reporting learner’s test performance
46.The different method in scoring tests or performance task
47.The different types of test scores
48.The general guidelines in grading tests or performance tasks
49.The general guidelines in grading essay tests
50.The new grading system of the Philippine k-12 program
51.How should test results be communicated to different stakeholders?
52.Standard-based grading and reporting will improve education
53.Designing test for evaluation student achievement
54.Summative test for assessment in learning 1
55..The Johari window focuses on the learners
Topic:
Lesson 1 Concept and principle in Assessing learning
Reaction:
I believe that assessing learning is a crucial aspect of education, involving the
evaluation of students’ knowledge, skills, and understanding. The concepts and
principles in assessing learning are designed to ensure a fair, reliable, and valid
measurement of a student’s progress.
Conclusion:
The concepts and principles in assessing learning form a comprehensive
framework that aims to ensure the effectiveness, fairness, and meaningfulness of the
evaluation process in education. The emphasis on validity ensures that assessments
accurately reflect the intended learning outcomes, while reliability guarantees
consistency in measuring student performance. Fairness is a key principle, striving to
eliminate biases and provide equal opportunities for all students.
Recommendation:
Implementing Concepts and principles in assessing learning is to emphasize
ongoing professional development for educators. This ensures that they stay
updated on effective assessment strategies, including incorporating diverse
methods, providing meaningful feedback, and addressing ethical considerations.
Additionally, fostering a collaborative environment among educators for sharing best
practices can contribute to the continuous improvement of assessment practices.
Lastly, integrating technology where appropriate can enhance the efficiency and
effectiveness of the assessment process.

Topic:
Lesson 2 Assessment, purposes learning targets and appropriate methods
Reaction:
I think that assessment purposes, learning targets, and appropriate methods
is positive, emphasizing the importance of a cohesive and well-aligned approach in
education. The thoughtful consideration of assessment purposes helps establish
clear goals, ensuring that assessments serve their intended functions, whether they
are formative or summative.
Conclusion:
The alignment of assessment purposes, learning targets, and appropriate methods is
critical for the development of a robust and effective educational assessment
system. Clear definition of assessment purposes sets the foundation for educators to
establish specific goals, whether they involve measuring knowledge acquisition, skill
development, critical thinking, or a combination of these elements.
Recommendation:
Educators can establish a comprehensive and effective assessment system that
supports student learning and contributes to the overall success of the educational
process.

Topic:
Lesson 3 Different Classification of Assessment

Reaction:
I thought that these classifications help educators choose the most
appropriate assessment methods based on their educational goals and the
information they seek about students’ understanding and progress.
Conclusion:
The various classifications of assessment serve distinct purposes in
education. Formative assessment aids ongoing learning, summative assessment
evaluates overall understanding, diagnostic assessment identifies strengths and
weaknesses, norm- referenced assessment compares to a group, criterion-
referenced assessment measures against standards, objective assessment focuses
on specific outcomes, subjective assessment involves interpretation, and self-
assessment allows students to reflect on their learning.
Recommendation:
The different classifications of assessment would be to adopt a balanced and
diversified approach based on the educational context and goals. educators can
create a more comprehensive and inclusive learning environment that supports the
diverse needs of students while promoting meaningful understanding and growth.

Topic:
Lesson 4 Planning a written test
Reaction:
I believe that Planning a written test involves thoughtful consideration and
strategic decision-making. It’s a crucial step in ensuring that the test effectively
measures the intended objectives.
Conclusion :
 Effective planning is essential for the successful execution of a written test.
Clear definition of objectives, understanding the target audience, strategic topic
coverage, diverse question formats, time management, logistical considerations,
quality assurance measures, ethical considerations, feedback mechanisms, and a
commitment to continuous improvement are key components of a well-rounded
planning process. A systematic and thoughtful approach during the planning phase
contributes to the development of a fair, reliable, and meaningful written test.
Recommendation:
The students well enhance their planning process and contribute to the
development of a well-structured, fair, and effective written test.

Topic:
Lesson 5- Construction of written test
Reaction:
I believe written tests serve as valuable tools for assessing knowledge,
comprehension, and analytical skills. They provide a structured way to evaluate
understanding in various fields and are you commonly used in education and
professional settings.

Conclusion:
Construction of written tests is that they play a crucial role in evaluating
knowledge, skills, and comprehension across different subjects.Well-designed
written tests can effectively assess a person’s understanding, critical thinking, and
problem-solving abilities.They provide a standardized and objective way to measure
individual performance, making them widely used in educational, certification, and
employment context.
Recommendation:
This is focused and useful for this establish knowledge and understanding
expected of students you can improve the quality of written test that contribute to a
more accurate assessment of the knowledge and skills of individual.

L E S S O N 6:
Topic:
Test Reliability
A measurement that involves assigning scores to individuals so that they
represent some characteristics of the individual refering to the consistency of a
measure. It is to measure
the consistency of performance of the student using the reliability test.

Topic:
The Different ways to establish test reliability refers to whether an assessment
instrument gives the same results each time it is used in the same setting with the
same type of subjects. Reliability essentially means consistent or dependable
results. Reliability is a part of the assessment validity.The extent to which raters or
observers respond the same way to a given phenomenon is one measure of
reliability. Where there’s judgement there’s disagreement.

Topic:
Test Validity
It is an accurate measurement test and the most fundamental consideration
when ddeveloping and evaluating tests and other assessments.
Test validity ishe assessment tool that is appropriate, valid and acceptable. It is to
measure accurately or effectively what was assigned to measure.

Topic:
The Different ways to establish validity

If there is a high correlation. This gives a good indication that your test is
measuring what it intends to measure.This test validity indicate the quality and
usefulness of the test validity gives meaning to the test scores. Validity also
describes the degree to which you can make specific conclusions or predictions
about student/pupil based on their test scores. In other words, it indicates the
usefulness of the test.

Topic:
How to determine if an item is easy or difficult?

To determine if an item is easy of difficult depends upon the response of the

examinees took the examination and their results.An item is easy if majority of
student are able to answer correctly, but if an item is difficult, if majority of students
are unable to provide the correct answer

CHAPTER III: ORGANIZATION, UTILIZATION, AND COMMUNICATION OF TEST

RESULTS.

L E S S O N 7:
Topic:
How do we organize and present ungrouped data through tables?

The ungrouped data can be organized and presented by using lists, diagrams or
charts to show information, but through tables are the useful way to organize
information using rows and columns.The data can be presented if it is organized or
arranged and or organized and table is when the data is too detailed or complicated.
To be described adequately in the text, allowing readers to quickly see the results
and enable relationship tobe seen easily.

Topic:
Presenting test data graphically

Apart from other data presentation, graphic presentation is another way to

present data and information. It is an attractive method of showcasing data in
analyzing and representing the information visually.Data can be better understood
when presented by a graph because it can reveal a trend or comparison. This can be
very handy in collecting data and storing it in one place.

Topic:
The best graph
 There are different types of graph that can be use in data presentation, there
are line graph, bar graph, and pie graph. This graphs is used for data presentation in
order to determine which part is best or which is the biggest quantity represents.

Topic:
The variations on the shapes of frequency distribution can have two different shapes,
the symmetric or asymmetric distribution. Asymmetric distribution can be positively
skewed and negatively skewed distribution, when the data values are evenly
distributed about the mean, a distribution is said to be a symmetric distribution.The
shape of the distribution can assist with identifying other descriptive statistics, such
as which measures of central tendency is appropriate to use.

L E S S O N 8:
Topic:
Measures of central tendency
It condeses the data set down to representative value, the three main
measures of central tendency are the main, median, and the mode clustering the
data together around a central point.Central tendency is the average value of any
statistical series. A method of finding out the central value of quantitative
information.Those measures of central tendency describes a different indication of
the typical or central value in distribution.

Topic:
The measures of dispersion

Range, interquartile range, and standard deviation are the three commonly
used measures af dispersion.The measures of dispersion are important as it helps in
understanding how mush data is spread. The range is the difference between the
highest and lowest values within a set of numbers. To calculate range, subtract the
smallest number from the largest number in the set. Interquartile range (IQR): the
difference between the first and third quartiles of a data set. This is often called the
"middle 50%" of a set of data. First quartile (Q1): the value that separates the first
25% or first quarter of a set of data from the rest of the data. Standard deviation
indicates the variability of data—the degree to which SCP scores vary around the
mean. A higher standard deviation means that there is high variability in the data. A
lower standard deviation means that there is less variability in the data.

Topic:
The measures of position

The most common measures of position are percentiles is a term that

describes how a score compares to other scores from the same set. Quartiles is a
type of quantile which divides the number of data points into four parts, or quarters,
of more-or-less equal size. The data must be ordered from smallest to largest to
compute quartiles; as such, quartiles are a form of order statistic. And standard
scores indicates how many standard deviations a datum is above or below the
population/sample mean.

Topic:
The standard score

This standard score is done so that the scores can be compared at different
grades by converting the scores to the same numerical scale. These scores reflect a
student’s rank compared to others.This standard score will enable teachers to
benchmark and evaluate their students performance aginsts the representative
sample in standardization process using the final published assessments.

Topic:
Measures of covariability

It is an important tool in modern portfolio theory for determining what securities

to post in a portfolio. It is calculated by analyzing standard deviations from expected
return or multiplying the correlation between the two random variables by the
standard deviation of each variables.The covariability evaluates how the main
values ot two random variables move together and a measure of the strenght of a
correlative relationship, an important statistical metric for comparing the relationships
between multiple variables.

L E S S O N 9:
Topic:
The purpose of grading and reporting learner’s test prformance

The purpose of a grading and reporting is to give feedback to student’s, so

they can take charge of their learning and reporting to provide information to all who
support these student/pupil, the guardians,parents.This grading and reporting is to
communicate a summative evaluation of student achievement and performance. It
feeds to students, guardians and parents there curiousity of how teachers give
grades to a student/pupil.

Topic:
The different method in scoring tests or prformance task

The different method in scoring tests ot performance task is can be scored in a

variety of ways, including analytical scoring, overall scoring can also be used.This
method is used in scoring tests or performance task to a learners so that as a
teacher you have standard basis of giving grades and you can give a holistic score.

Topic:
Different types of test scores

The test scores are usually presented in items of numerical scores.A piece of
information, usuallly number, that conveys the performance of an examine on a test.
THe standard scores, percentiles, z scores, t-scores, and scaled score.It is a
summary of the evidence contained in a examinees responses, is only one measure
of a student that can dispel steriotypes and promote higher achievement to them.

Topic:
General guidelines in grading tests or performance tasks
 This guidelines is important in grading tests or prformance task, because it
provides a practical anf ethical framework for decision making and because they
instill a sense of responsibility and accountability.The general guidelines in grading
tests or performance task provide consistency in grading.

TOPIC:
The general guidelines in grading essay tests

Scoring essay responses can be more rigorous by developing a scoring

scheme.In grading essay testsmost provides genuine insight and a persuasive
argument.Here are a few tips to help improve reliability in grading:Determine whether
you will use a holistic or analytic scoring system before you write your rubric,
Prepare the essay rubric in advance, Avoid looking at names, Score one item at a
time, Avoid interruptions when scoring a specific question.

Topic:
The new grading system of the philippine k-12 program

The department of education or DepEd follow a new competency based

grading system for k-12 basic education program. The D. O. No.8, s.2015 effective
school year 2015-2016. Grades are based on the weighted raw score of the learners
summative assessment.A new standards and competency-based grading system
that the minimum grade needed to pass a specific learning area is 60 which is
transmitted to 75 on the report card and the lowest mork is 60 for quarterly grades
and final grades. This is to improve the quality of basic education.