TOPIC1: BASIC CONCEPTS

Assessment is the engine which drives student learning ASSESSMENT

You don’t fatten pigs by weighing them! It is a process of gathering and organizing quantitative data
into an interpretable form to have a basis for judgment or
ASSESSMENT FOR LEARNING decision-making.
Assessment of Learning refers to strategies designed to It refers to all activities teachers use to help students learn
confirm what students know, determine whether or not they and to gauge student progress.
have met curriculum outcomes or the goals of their It refers to the full range of information gathered and
individualized programs, or to certify proficiency and make synthesized by teachers about their students and their
decisions about students’ future programs or placements. classrooms.
It is designed to provide evidence of achievement to It is a prerequisite to evaluation. It provides the information
parents, other educators, the students themselves, and which enables evaluation to take place.
sometimes to outside groups (e.g., employers, other
educational institutions). EVALUATION
It is a process of systematic interpretation, analysis, appraisal
FUNCTIONS OF ASSESSMENT or judgment of the worth of organized data as basis for
 Measures Students’ Achievements decision-making.
 Evaluates Instruction and Teaching Strategies It refers to the process of systematically analyzing,
 Assesses Lessons to be Re-taught interpreting and giving judgment on the value or worth of a
 Evaluates School’s Programs set of organized data or the quality of the behavior or
 Motivates Learning performance demonstrated by the learners.
 Predicts Success or Failure It involves judgment about the desirability of changes in
 Diagnoses the Nature of Difficulties students.
 Evaluates Teachers’ Performance
 Evaluates School’s Facilities and Resources
 Evaluates School Managers Performance

BASIC CONCEPTS
A. Test (Types of Test)
B. Non- test
C. Testing
D. Measurement
E. Assessment (Principles of Educational Assessment)
F. Evaluation

TEST
It is an instrument designed to measure any characteristic, PRINCIPLES OF EDUCATIONAL ASSESSMENT
quality, ability, knowledge or skill. Standards for Teacher Competence in Educational Assessment
It comprised of items in the area it is designed to measure. of Students
It may vary according to function, content, form, ( Developed by the American Federation of Teachers
administration, procedures, scoring and interpretation. National Council on Measurement in Education
National Education Association)
MEASUREMENT
It is a process of quantifying the degree to which someone or 1. Teachers should be skilled in choosing assessment methods
something possesses a given trait i.e. quality, characteristics appropriate for instructional decisions.
or feature 2. Teachers should be skilled in developing assessment
The assignment of numbers to certain attributes of objects, methods appropriate for instructional decisions.
events or people according to rules to create ranking that 3. The Teacher should be skilled in administering, scoring and
reflects how much of the attribute different people possess. interpreting the results of both externally-produced and
The quantification of what students learned through the use teacher-produced assessment methods.
of tests, questionnaires, rating scales checklists and other 4. Teachers should be skilled in using assessment results when
devices making decisions about individual students, planning
teaching, developing curriculum and school improvement.
5. Teachers should be skilled in developing valid student TOPIC 2: PURPOSES OF ASSESSMENT & TYPES OF TEACHER
grading procedures which use student assessment. MADE TEST
6. Teachers should be skilled enough in communicating
assessment results to students, parents, other lay audiences PURPOSES OF ASSESSMENT:
and other educators.
7. Teachers should be skilled in recognizing unethical, illegal ASSESSMENT FOR LEARNING
and otherwise inappropriate assessment methods and uses of It includes three types of assessment done before and during
assessment information. instruction.

1. Placement Evaluation
-It is done prior to instruction.
-Its purpose is to assess the needs of the learners to have
basis in planning for a relevant instruction.
-Teachers use this assessment to know what their students
are bringing into the learning situation and use this as a
starting point for instruction.
-The results of this assessment place students in specific
learning groups to facilitate teaching and learning.

2. Formative Evaluation
-It is done during instruction.
-It is this assessment where teachers continuously monitor
the students’ level of attainment of the learning objectives.
-The results 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.

3. Diagnostic Evaluation
-It is done during instruction.
-This is use to determine students’ recurring or persistent
difficulties.
-It searches for the underlying causes 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.
-It is used to certify what students know and can do and the
level of their proficiency or competency.
-Its results reveal whether or not instructions have
successfully achieved the curriculum instruction.
-The information from assessment of learning is usually
expressed as marks or letter grades.
-The results of which are communicated to the students,
parents and other stakeholders for decision making.
-It is also a powerful factor that could pave the 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 following competencies -items in Column I or A for which a match is sought are called
needed in performing their work as assessors. premises, and the items in Column II or B from which the
selection is made are called responses
FOUR TYPES OF EVALUATION PROCEDURES
B. Free Response Type or Supply test
 requires the student to supply or give the correct
answer
 Short answer
-uses a direct question that can be answered by a word,
phrase, number or symbol

 Completion test
-consists of an incomplete statement that can also be
answered by a word, phrase, number or symbol

2. Subjective Test
A. Essay Type
Essay questions provide freedom of response that is
needed to adequately assess students’ ability to
formulate, organize, integrate and evaluate ideas and
information or apply knowledge and skills.
 Restricted Essay
-limits both the content and the response
Content is usually restricted by the scope of the topic to be
discussed.
TEACHER MADE TEST
It is constructed by classroom teacher which measure and  Extended Essay
appraise student progress in terms of specific -allows the students to select any factual information that
classroom/instructional objectives they think is pertinent to organize their answers in accordance
1. Objective Test with their best judgment and to integrate and evaluate ideas
 answers are in the form of a single word or phrase or which they think appropriate
symbol
A. Limited response type
 requires the student to select the answer from a
given number of alternatives or choices
 Multiple choice test
-consist of a stem each of which presents three to five
alternatives or options in which only one is correct answer or
definitely better than the other.
-correct option choice or alternative in each item is
merely called answer and the rest of the alternatives
are called the distracters or decoys or foils

 True-false or Alternative response

-consist of declarative statements that one has to respond or
mark true or false, right or wrong, correct or incorrect, yes or
no, fact or opinion, agree or disagree and the like
-test made up of items which allow dichotomous responses

 Matching type
-consists of two parallel columns with each word, number, or
symbol in one column being matched to a word sentence, or
phrase in the other column
TOPIC 3: PRINCIPLES OF HIGH QUALITY ASSESSMENT

1. Clarity and Appropriateness of Learning Targets

2. Appropriateness of Methods
3. Variety
4. Balance
5. Participation
6. Validity
7. Reliability
8. Fairness
9. Positive consequence
10. Practicality and Efficiency
11. Continuity
12. Authenticity
13. Communication Principle 3: Variety
14. Ethics  Assess varied learning targets
 Use varied instruments or methods of assessment
Principle 1: Clarity and Appropriateness of Learning Targets
Principle 4: Balance
Learning targets should be clearly stated, specific, and centers  A balanced assessment sets targets in all domains of
on what is truly important. learning (cognitive, affective, and psychomotor) or
domains of intelligence (verbal-linguistic, logical-
mathematical, bodily-kinesthetic, visual-spatial,
musical-rhythmic, intrapersonal-social,
interpersonal-introspection, physical world-natural –
existential-spiritual)
 A balanced assessment makes use of both traditional
and alternative assessment.
Principle 2: Appropriateness of Methods

Principle 5: Participation
Involves the following as sources of information
 Students
 Parents
 Teachers
 Peers

Principle 6: Validity

 Validity is the degree to which the assessment

instrument measures what it intends to measure.
 It also refers to the usefulness of the instrument for a
given purpose. It is the most important criterion of a
good assessment instrument.

Ways in Establishing Validity

1. Face Validity-is done by examining the physical appearance
of the instrument
2. Content Validity-is done through a careful and critical
examination of the objectives of assessment so that it reflects
the curricular objectives.
3. Criterion-related Validity-is established statistically such A fair assessment provides all students with an equal
that a set of scores revealed by the measuring instrument is opportunity to demonstrate achievement. The key to fairness
correlated with the scores obtained in another external are as follows:
predictor or measure. It has two purposes: concurrent and  Students have knowledge of learning targets and
predictive assessment.
 Students are given equal opportunity to learn.
a. Concurrent Validity-describes the present status  Students possess the pre-requisite knowledge and
of the individual by correlating the sets of scores obtained skills.
from two measures given concurrently.  Students are free from teacher stereotypes.
b. Predictive Validity-describes the future  Students are free from biased assessment tasks and
performance of an individual by correlating the sets of scores procedures.
obtained from two measures given at a longer time interval.
Principle 9: Positive Consequence
[Link] Validity-is established statistically by comparing  Assessment should have a positive consequence to
psychological traits or factors that theoretically influence students; that is, it should motivate them to learn.
scores in a test.  Assessment should have a positive consequence on
teachers; that is, it should help them improve their
a. Convergent Validity-is established if the instruction.
instrument defines another similar trait other than what is
intended to measure. Principle 10: Practicality and Efficiency
E.g. Critical Thinking Test may be correlated with Creative  Administrability- the test should be administered
Thinking Test with ease, clarity and uniformity so that scores
b. Divergent Validity-is established if an instrument obtained are comparable. Uniformity can be
can describe only the intended trait and not the other traits. obtained by setting the time limit and oral
E.g. Critical Thinking Test may not be correlated with Reading instructions. (ex. 1 seat apart para walang cheating)
Comprehension Test  Scorability- the test should be easy to score such
that directions for scoring are clear, the scoring key is
Principle 7: Reliability simple; provisions for answer sheets are made easy.
 It refers to the consistency of scores obtained by the  Economy- the test should be given in the cheapest
same person when retested using the same way, which means that answer sheets must be
instrument or one that is parallel to it. provided so the test can be given from time to time.
 Reliability coefficient should at least by 0.7 but  Adequacy- the test should contain a wide sampling
preferably higher. of items to determine the educational outcomes or
abilities so that the resulting scores are
representatives of the total performance in the areas
measured. (TOS)

Principle 11: Continuity

Assessment takes place in all phases of instruction. It could be
done before, during and after instruction.
Activities Occurring Prior to Instruction
 Understanding students’ cultural backgrounds ,
interests, skills, and abilities as they apply across a
range of learning domains and/or subject areas;
 Understanding students’ motivations and their
interests in specific class content;
 Clarifying and articulating the performance
outcomes expected of pupils; and
 Planning instruction for individuals or groups of
students.
Principle 8: Fairness

Activities Occurring During Instruction

  Monitoring pupil progress toward instructional goals;  Assessment targets and standards should be
 Identifying gains and difficulties pupils are communicated.
experiencing in learning and performing;  Assessment results should be communicated to their
 Adjusting instruction; important users.
 Giving contingent, specific, and credible praise and  Assessment results should be communicated to
feedback; students through direct interaction or regular
 Motivating students to learn; and ongoing feedback on their progress.
 Judging the extent of pupil attainment of
instructional outcomes. Principle 14:Ethics
 Teachers should free the students from harmful
Activities Occurring After Appropriate Instructional Segment consequences of misuse or overuse of various
(e.g. lesson, class, semester, grade) assessment procedures such as embarrassing
 Describing the extent to which each student has students and violating student’s right to
attained both short and long term instructional confidentiality.
goals;  Teachers should be guided by laws and policies that
 Communicating strengths and weaknesses based on affect their classroom assessment.
assessment results to students, and parents or  Administrators and teachers should understand that
guardians; it is inappropriate to use standardized student
 Recording and reporting assessment results for achievement to measure teaching effectiveness.
school-level analysis, evaluation, and decision
making;
 Analyzing assessment information gathered before
and during instruction to understand each student’s
progress to date and to inform future instructional
planning;
 Evaluating the effectiveness of instruction; and
Evaluating the effectiveness of the curriculum and materials in
use

Principle 12: Authenticity

Features of Authentic Assessment
 Meaningful performance task
 Clear standards and public criteria
 Quality products and performance
 Positive interaction between the assessee and
assessor
 Emphasis on meta-cognition and self-evaluation
 Learning that transfers

Criteria of Authentic Achievement (Burke, 1999)

1. Disciplined Inquiry-requires in-depth understanding
of the problem and a move beyond knowledge
produced by others to a formulation of new ideas.
2. Integration of Knowledge-considers things as a
whole rather than fragments of knowledge.
3. Value Beyond Evaluation-what students do have
some value beyond the classroom

Principle 13:Communication