1. ED103
Assessment of Student
Learning

2. Module 1
Lesson 1: The Overview of Assessment learning
A. Introduction
B. Definition of Terms
C. Guiding Principles
Lesson 2: Types Of Measurement and their Differences
Lesson 3: Common Characteristics and
Differences between Norm – References Test and
Criterion – Referenced Tests
Lesson 5: Modes of Assessment
Lesson 6: Formative vs. Summative Assessment

3. Lesson 1: The Overview of
Assessment of Learning
Introduction
Definition of Terms
Assessment refers to the process of gathering,
describing or quantifying information about the
student performance.
Measurement is a process of obtaining a numerical
description of the degree to which an individual possesses particular
characteristics. It answers the question “How Much”.
Evaluation is the process of examining of the performance of
the student. It also determines the whether or not the student has met the
lesson instructional objective.
Test is an instrument
or systematic procedure design measures the quality, ability,
skill, or knowledge of student a set of question in a uniform
manner.
Testing is a method used to measure the level of achievement or
performance of the learners.

4. Lesson 2: Types of Measurement and
their Differences
 Norm – reference test is a test design to measure
the performance of the student compared with the
other student.
 Criterion – reference test is a test designed to
measure the performance of the student with
respect to some particular criterion or standard.

5. Lesson 4: Types of Assessment
A. Placement Assessment it is to determine the level of
mastery of skills of the learner.
B. Diagnostic Assessment it is to determine the
strength and the weakness of the learner.
C. Formative Assessment is a type of assessment used
to monitor the learning progress of the student during
or after instruction.
D. Summative Assessment is a type of assessment
usually given at the end of a course or unit.

6. Module2: Establishing Learning
Targets
Types of Learning Targets
Learning Targets is defined as a statement of student
performance that includes both a description of what students
should know or be able to do at the end of a unit of
instruction.
Knowledge Learning Targets is the knowledge of the subject
matter is the foundation upon which other learning is based.
Reasoning Learning Targets is due to the advent of technology, the
accessibility to information has resulted in an increased
attention to thinking skills.
Skill Learning Targets is something that the student
demonstrates, something done.
Product Learning Targets used knowledge, reasoning and skill
to create a concrete product.

7. Instructional objectives are the
intended, expected or desired learning outcomes
of the teaching – learning process.
Taxonomy – the classification of things into
groups based on similarities of biological
origin, design, function, etc.
The 3 Domains
Cognitive domain involves knowledge and the
development of intellectual skills.
Affective Domain concerns with changes in
interest, attitudes, values and the development
of appreciation and adjustment.

8. Module 3: Keys to Effective Testing
 Test is a systematic procedure for measuring an
individual’s behavior (Brown, 1991).
 Types of Tests
Mode of Response
Oral Test – test takers give his answer orally.
Written tests – the answer of the test taker
is written.
Performance test – the test taker creates an
answer or a product that demonstrates his
knowledge or skill, as in cooking and baking.
Ease of Quantification of Response
Objective test – answer of student can be compared
and quantified to yield a numerical score.

9. Subjective test – it is a paper and pencil test which is not
easily quantified as students are given the freedom to write
their answer to a question, such as an essay test.
Keys to Effective Testing
Objectives: The specific statements of the
aim of instruction.
Instruction: It consists all the elements of the curriculum
designed to teach the subject including the lesson plans,
study guide, and reading and homework assignment.
Assessment – The process of gathering, describing or
quantifying information about the performance of the
learner
Evaluation –Examining the performance of the students and
comparing and judging its quality.

10. Module 4: Development of Assessment Tools
Multiple Choice test – is a form of assessment in which
the students are asked to select the correct or best
answer out of the choices from the list.
True or False Test – type of test that requires the
examinee to recognize and mark an item as true or
false.
Completion Test – this format of testing requires the
students to complete with the correct word or phrase.
Cloze or cloze deletion test – is an exercise test or
assessment consisting of a portion of a text with certain
words removed and the students are asked to replace
the missing words.

11. Essay Test
An essay test permits direct assessment of the
attainment of numerous goals and objectives. In
contrast to with the objective test item types, an
essay test demands less construction time per fixed
unit of student time but a significant increase in labor
and time for scoring.

12. Module 5: Characteristics of a Good
Test