2. BASIC CONCEPTS IN ASSESSMENT
Assessment of learning
- focuses on the development and utilization of
assessment tools to improve teaching-learning
process.
- emphasizes on the use of testing for measuring
knowledge, comprehension and other thinking skills.
Assessment is a means of finding out what learning is
taking place.
3. BASIC CONCEPTS IN ASSESSMENT
How to assess learning?
How to evaluate performance?
* Our objectives give us guidance on what to assess
4. BASIC CONCEPTS IN ASSESSMENT
The assessment itself can be done in different ways:
1.) Ask the learner to recall facts or principles .
e.g. What is „x”?
2. Ask the learner to apply the given or recalled facts
or principles.
e.g. How does “x” help you solve this proble?
3. Ask the learner to select and apply facts and
principles to solve a given problem.
e.g. What do you know that will help you solve this
problem?
5. BASIC CONCEPTS IN ASSESSMENT
The assessment itself can be done in different ways:
4.) Ask the learner to formulate and solve his or her
own problem by selecting generating and applying
facts and principles.
e.g. What do I see as the problem here and how can
I reach a satisfying solution?
5.) Ask the learner to perform tasks that shows
mastery of the learning outcomes.
6. BASIC CONCEPTS IN ASSESSMENT
In many education systems, assessment is used as a
tool for “sorting” students for selection purposes.
Assessment where students are compared with each
other is known as norm-referencing.
13. BASIC CONCEPTS IN ASSESSMENT
Types of Assessment Procedures
Classroom assessment procedures can be classified according to
the nature of assessment, format of assess, use in the classroom
instruction and methods of interpreting the results ( Gronlund and
Linn, 2000).
Nature of Assessment
1.) Maximum Performance
- It is used to determine what individuals can do when
performing at their best. (e.g. aptitude tests and
achievement test)
2.) Typical Performance
-it is used to determine what individuals will do under
natural conditions. Examples of instruments using typical
performance are attitude, interest and personality
inventories, observational techniques and peer appraisal.
14. BASIC CONCEPTS IN ASSESSMENT
Format Assessment
1.) Fixed-choice test
- An assessment used to measure knowledge and
skills effectively and efficiently. Standard multiple-
choice test is an example of instrument used in
fixed-choice test.
2.) Complex-performance Assessment
- An assessment procedure used to measure the
performance of the learner in contexts and on
problems valued in their own right. (e.g. hands-on
laboratory experiment, projects, essays, oral
presentation.)
15. BASIC CONCEPTS IN ASSESSMENT
Role of Assessment in Classroom Instruction
“Teaching and learning are reciprocal processes that
depend on and affect one another ( Swearingen
2002 and Kellough, 1999).”
1.) Beginning of Instruction
Placement Assessment- its purpose is to determine
the prerequisite skills, degree of mastery of the course
objectives and the best mode of learning
16. BASIC CONCEPTS IN ASSESSMENT
2.) During Instruction
Formative Assessment – used to monitor the learning
progress of the students during instruction.
Purposes are the ff:
- Provide immediate feedback to both student and
teacher regarding the success and failures of learning
- Identify the learning errors that are in need of correction
- Provide teachers with information on how to modify
instruction
- Improve learning and instruction
17. BASIC CONCEPTS IN ASSESSMENT
Diagnostic Assessment – done at the beginning or
during instruction
- Aims to identify the strengths and weaknesses of the
students regarding the topic to be discussed
Purposes:
- Determine the level of competence of the students
- Identify the students who already have knowledge
about the lesson
- Determine the causes of learning problems that
cannot be revealed by formative assessment
- Formulate a plan for remedial action
18. BASIC CONCEPTS IN ASSESSMENT
3.) End of Instruction
Summative Assessment – usually given at the end of
a course or unit
Purposes:
- Determine the extent to which the instructional
objectives have been met
- Certify student mastery of the intended learning
outcomes as well as use it for assigning grades
- Provide information for judging appropriateness of
the instructional objectives
- Determine the effectiveness of instruction
19. BASIC CONCEPTS IN ASSESSMENT
METHODS OF INTERPRETING THE RESULTS
1.) Norm-referenced interpretation
-use to describe student performance according to
relative position in some known group.
Example: ranks 5th on a classroom group of 40
2.) Criterion-referenced Interpretation
- Use to describe student performance according to
a specified domain of clearly defined learning tasks
20. BASIC CONCEPTS IN ASSESSMENT
OTHER TYPES OF TEST
Non-standardized Test versus Standardized test
1.) Non-standardized test is a type of test developed
by the classroom teachers.
2.) Standardized test is a type of test developed by
test specialist. It is administered, scored and
interpreted using a certain standard condition.
21. BASIC CONCEPTS IN ASSESSMENT
OTHER TYPES OF TEST
Objective Test versus Subjective Test
Supply Test versus Fixed-response Test
Essay Multiple-choice
Matching type
True/false
22. BASIC CONCEPTS IN ASSESSMENT
OTHER TYPES OF TEST
Individual Test versus Group Test
Mastery Test versus Survey Test
Criterion-
reference
Norm-
reference
Speed Test versus Power Test
Speed test is designed to measure number of items an individual can
complete over certain period of time
Power is designed to measure the level of performance rather than
the speed of response
23. BASIC CONCEPTS IN ASSESSMENT
MODES OF ASSESSMENT
Traditional Assessment
- Multiple choice test, standard true/false test, matching
type and fill-in the blanks
- There is only one correct answer /best answer
Alternative Assessment
- Students create an original response to answer a certain
question
- Example: essays, oral presentation, exhibitions,
demonstrations, performance assessment and portfolios
24. BASIC CONCEPTS IN ASSESSMENT
Components of Alternative Assessments
a. Assessment is based on authentic tasks that
demonstrate students’ ability to accomplish
communication goals
b. The teacher and students focus on
communication, not on right or wrong answers.
c. Students help the teacher to set the criteria for
successful completion of communication tasks.
d. Students have opportunities to assess themselves
and their peers.
25. BASIC CONCEPTS IN ASSESSMENT
Performance Based Assessment
- Is an assessment in which students are asked to
perform real-world tasks that demonstrate
meaningful application of essential knowledge and
skills
- Focused on processes and rationales
- No single correct answer, instead students are led
to craft polished, thorough justifiable responses,
performances and products
26. BASIC CONCEPTS IN ASSESSMENT
Portfolio Assessment
- Purposeful collection of student work that exhibits
the student’s efforts, progress and achievements in
one or more areas over a period of time.
- Measure the growth and development of students
27. GUIDELINES FOR EFEFCTIVE STUDENT ASSESSMENT
Improvement of student learning is the main purpose of classroom
assessment. This can be done if assessment is integrated with good
instruction and is guided by certain principles. Gronlund (1998)
provided the general guidelines for using student assessment
effectively:
1.) Effective assessment requires a clear concept of all intended
learning outcomes.
2.) Effective assessment requires that a variety of assessment
procedures should be used.
3.) Effective assessment requires that the instructional relevance of
procedure should be considered.
4.) Effective assessment requires an adequate sample of student
performance.
5.) Effective performance requires that the procedures must be fair
to everyone.
6.) Effective assessment requires specifications of criteria for judging
successful performance.
7.) Effective performance requires feedback to students
emphasizing strengths of performance and weaknesses to be
corrected.
8.) Effective assessment must be supported by comprehensive
grading and reporting system.
28. CHAPTER EXERCISES
1. Differentiate between assessment, testing,
measurement and evaluation.
2. Discuss the different purposes of assessment.
3. How does diagnostic assessment differ from
placement assessment?
4. Differentiate norm-referenced interpretation from
criterion-referenced interpretation.
5. Compare the different types of assessment.
