QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

Assessment of
Learning 1
(BSED 3)

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, SHAping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Assessment of Learning

MODULE 2
Roles and Ethics of Assessment
Competency:
1. Determine and identify the roles and ethics of assessment.

Discussion:

Assessment is a cyclic process.

As illustrated in Figure 3.1, a 1. DEFINE/REFINE student
learning outcomes
program-level learning outcome are
developed from research and
input from stakeholders. These are 6. DOCUMENT results and outline
aligned with the institutional and needed changes in curriculum, 2. DESIGN ASSESSMENT TOOLS,
instructional materials, or teaching criteria, and standards directly linked
outcomes and mapped to the courses strategies. to each outcome.
within the program through
curriculum mapping. Course learning
outcomes are assessed appropriate
5. IDENTIFY gaps between 3. IMPLEMENT assessment
tools and criteria. Assessment data tool/s to gather evidence of
are gathered, analyzed and desired and actual results.
student learning.
interpreted. Gaps are identified
between desired learning outcomes
and actual results. Data-driven Figure 3.1
4. ANALYZE and evaluate Assessment
action plans are then developed for the collected data. Implementation
program improvement. Changes in Cycle (BC, 2006)
assessment tools, course materials, instructional methods, course prerequisites or learning
outcomes are affected. Goals and objectives are reviewed and refined following evaluation
findings. This is referred to as the feedback loop and the cycle begins anew.

I. Roles of Assessment

There are four roles of assessment used in the instructional process. Miller, Linn &
Gronlund (2009) identified these as functional roles of assessment in classroom Instruction.
Analogously, Nitko (1994) enumerated these as instructional decisions supported by tests.

a. Placement Assessment

Placement assessment is basically used to determine a learner's entry performance. Done

at the beginning of instruction, teachers assess through a readiness pre-test whether students
possess prerequisite skills needed prior to instruction. If prerequisite skills are insufficient, then
the teacher can provide learning experiences to help them develop those skills. If students are
ready, then the teacher can proceed with instruction as planned. An example of a readiness pre-
test is an arithmetic to students who are about to take elementary algebra.
Placement assessment is also used to determine if students have already acquired the
intended outcomes. A placement pre-test contains items that measure knowledge and skills of
students in reference to the learning targets. If students do not fare well, the teacher can
proceed with the planned instruction. However, if students have already achieved the learning
outcomes, then tin teacher may advance the students to a higher cognitive level. This suggests
that the teacher designs more complex problems or activities for the students.

b. Formative Assessment

There is now a shifting from a testing culture to an assessment culture characterized by

the integration of assessment and instruction (Dochy, 2001). This is where formative
assessment comes in. Formative assessment mediates the teaching and learning processes. It is

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
15
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education Assessment of Learning
learner-centered and teacher-directed. It occurs during instruction. It is context-specific since
the context of instruction determines the appropriate classroom assessment technique.
Consider the following examples:

 Muddiest point is a technique that can be used to address gaps in learning. The
technique consists asking students at the end of a lesson to scribble down their answer
to the question "What is the muddiest point in the lecture, discussion, assignment or
activity?

 Background knowledge probe which is a short and simple questionnaire given at the
start of a new lesson to uncover students' preconceptions.

From these we can see that formative assessment is used as feedback to enhance
teaching and improve the process of learning. It is an on-going process; hence learners regularly
receive feedback. And how does this work? For instance, a teacher provides his comments and
suggestions to an essay on climate change submitted by one of his/her students. The student
revises his work before being finally assessed.

Other types of formative assessments include:

1. question and answer during discussion

2. assignments
3. short quizzes
4. teacher observations.

Results of formative assessment are recorded for the purpose of monitoring students’
learning progress. However, these are not used as bases for students’ marks.

 Positive Effects of Formative Assessment

Black & Wiliam (1998) cited a body of evidence showing that formative assessment can
raise the standards of achievement. Utaberta & Hassanpour (2012) enumerated the positive
effects of formative assessment. They are as follows:

1. Reactivates or consolidates prerequisite skills or knowledge prior to introducing new

material

2. Focuses attention on important aspects of the subject

3. Encourages active learning strategies

4. Gives students opportunities to practice skills and to consolidate learning;

5. Provides knowledge of outcomes and corrective feedback;

6. Helps students monitor their own progress and develop self-evaluation skills;

7. Guides the choice of further learning activities to increase performance; and

8. Helps students to feel a sense of accomplishment.

 Attributes of an Effective Formative Assessment

Melmer, Burmaster & James (2008) delineated five key attributes of an effective formative
assessment. In order for formative assessment to be effective, it requires the active involvement
of students in the learning process through self- and peer assessment. Through immediate

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
16
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Assessment of Learning
constructive dialogue and feedback, instructional adjustments are made as appropriate and
necessary. Learning opportunities are provided to help students in bridging the gap between
their current performance and the articulated learning goals or standards. As partners in the
teaching and learning process, a collaborative environment is produced – one that is
characterized by transparency, respect and appreciation of difference.

1. Learning Progressions. Learning progressions should clearly communicate the sub

goals of the ultimate learning goal.

2. Learning Goals and Criteria for Success. Learning goals and criteria for success
should he clearly identified and communicated to students.

3. Descriptive Feedback. Students should be provided with evidence-based feedback that

is linked to the intended instructional outcomes and criteria for success. Hattie &
Timperley (2007) constructed a model of feedback to enhance learning. Refer to Figure
3.2. Discrepancies (or gaps) in the students’ current actual performance and desired goal
attainment can be reduced by both teacher and students through effective feedback that
answers three vital questions: Where am I going? How am I going? Where to next? To
discourage students from rote and superficial learning and incite them to do more,
assessment feedback must address all three questions previously mentioned. Effective
feedback can operate on any of four levels: task, process, self-regulation and self-
level.

4. Self- and Peer-Assessment. Both self and peer-assessment are important for providing
students an opportunity to think metacognitively about their learning

5. Collaboration. A classroom culture in which teachers and students are partners in

learning should be established.

c. Diagnostic Assessment

Diagnostic assessment is intended to identify learning difficulties during instruction. A

diagnostic test for instance can detect commonly held misconceptions in a subject. Contrary
to what others believe, diagnostic tests are not merely given at the start of instruction. It is
used to detect causes of persistent learning difficulties despite the pedagogical remedies
applied by the teacher. This is not used as part of a student’s mark of achievement.

It helps to determine why the academic and/or behavioral needs are occurring and
identifies what the student needs to learn. It provides teachers with information about
student’s prior knowledge and misconceptions before beginning a learning activity.

d. Summative Assessment

Summative assessment is done at the end of instruction to determine the extent to

which the students have attained the learning outcomes. It is used for assigning and reporting
grades or certifying mastery of concepts and skills. An example of summative assessment is
the written examination at the end of the school year to determine who passes and who fails.

There is another form of assessment called interim assessment. Interim assessments

have the same purpose as formative assessments, but these are given periodically throughout
the school year. They prepare students for future assessments. For example, to predict which
students are on course to succeed in a national achievement test or high school/college
admission test, the school gives interim tests to students every eight weeks. Interim
assessments fall between formative and summative assessments. They allow comparison of
assessment results to aid in decision-making at the micro (classroom) and meso (school and

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
17
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education Assessment of Learning
district) levels. As such, interim assessments are instructional, predictive and evaluative. They
are differentiated from instructionally embedded formative assessments that are given
frequently or summative assessments that have greater scope and longer cycle duration.

II. ETHICS OF ASSESSMENT

Teachers’ assessment has important long-term and short-term consequences of students;
thus, teachers have an ethical responsibility to make decisions using the most valid and reliable
information possible.
Fairness is an ETHICAL VALUE.
Aspects of FAIRNESS:
a. Students’ Knowledge of Learning Targets and Assessments
✓ This aspect of fairness speaks of TRANSPARENCY.
 TRANSPARENCY
 disclosure of information to student about assessment. This includes what
LEARNING OUTCOMES are to assessed and evaluated, weighting of items, allocated time in
completing the assessment and grading criteria or rubric

✓ Students can adequately prepare and recognize the importance of assessment.
✓ Students become part of the assessment process.
✓ Assessment becomes learner-centered.
TEST-TAKING SKILLS
 Reading the directions carefully.
 Previewing the test.
 Answering easy items first.
 Reading the stem and all the options before selecting an answer.
 Marking vital info in the stem
 Eliminating alternatives.
 Managing test time effectively.
b. Opportunity to Learn
✓ McMillan (2007) asserted that fair assessments are aligned with instruction that
provides adequate time and opportunities for all students to learn.
✓ Give the students enough experiences to process information and develop their skills.
c. Prerequisite Knowledge and Skills
✓ Students may perform poorly in an assessment if they do not possess background
knowledge and skills. Prerequisite knowledge or skills is important.
✓ It would be improper if students are tested on the topic without any attempt or effort
to address the gap in knowledge or skill. the problem is compounded if there are
misconceptions. The need for action and correction is more critical.

d. Avoiding Student Stereotyping

 STEREOTYPE
 A generalization of a group pf people based on inconclusive observations of a small
sample of this group.
Common stereotypes are:

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
18
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Assessment of Learning
 Racial: saying that all Blacks are good at sports is a stereotype, because it's grouping the
race together to indicate that everyone of that race is a good athlete.

 Sexual: any feminine man is gay and any masculine woman is a lesbian. Those who
believe gay stereotypes may also believe that homosexuality is immoral, wrong and an
abomination.

 Gender Remarks
Men are strong and do all the work.
Men are the "backbone."
Women aren't as smart as a man.
Women can't do as good of a job as a man.
Girls are not good at sports.
Guys are messy and unclean.
Men who spend too much time on the computer or read are geeks.
✓ Stereotyping is cause by preconceived judgements of people ones come in contact with
which are sometimes unintended.
✓ It is different from discrimination which involves acting out one’s prejudicial
opinions.
✓ Stereotypes may either be positive or negative.
✓ Teachers should avoid terms and examples that may be offensive to students of
different gender, race, religion, culture or nationality.
✓ Stereotypes can affect student’s performance in examinations.

e. Avoiding Bias in Assessment Tasks and Procedures

✓ Assessment must be free from bias.
✓ Fairness demands that all learners are given equal chances to do well and get a good
assessment.
 TWO Forms of Assessment Bias
 OFFENSIVENESS:
 Happens if test-takers get distressed, upset or distracted about how an
individual or a particular group is portrayed in the test.

 UNFAIR PENALIZATION:
 Harms student performance due to test content, not because items are
offensive rather, the content caters to some particular groups from the same
economic class, race, gender, kdpy., leaving other groups at a loss or
disadvantage
 It causes distortion and greater variation in scores which is not due to
differences in ability.

 DISPARATE IMPACT
 Substantial variation or disparity in assessment scores between 2
student groups

f. Accommodating Special Needs

✓ Teachers need to be sensitive to the needs of students

✓ Certain accommodations must be given especially for those who are physically and
mentally challenged.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
19
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education Assessment of Learning
✓ Sec. 12 of R.A. 7277, “ An Act Providing for the Rehabilitation, Self-Development, and
Self-Reliance of Disabled Person and their Integration into the Mainstream of Society
and for Other Purposes.”
✓ Sec. 32 of CHED Memorandum 09, s. 2013 on “Enhanced Policies and Guidelines on
Student Affairs and Services.

 Six Categories of Accommodations

1. Presentation
✓ Repeat directions, read aloud, use large print

2. Response
✓ Mark answers in test booklets, permit response via digital recorder or
computer, use reference material like dictionary

3. Setting
✓ Study Carrel, Separate Room, preferential seating, individualized or small
group, special lighting

4. Timing
✓ Extended time, frequent breaks, unlimited time

5. Scheduling
✓ Specific time of the day, subtests in different order, administer test in several
timed session

6. Others
✓ Special Preparation techniques and out-of-level tests

 Three Elements
1. Nature and extent of the learner’s disability.
2. Type and format of assessment
3. Competency and content being assessed.

g. Relevance
✓ Assessment should be set in a context that students will find purposeful.
✓ Assessment should reflect the knowledge and skills that are most important for
students to learn.
✓ Assessment should support every student’s opportunity to learn things that are
important.
✓ Assessment should tell teachers and individual students something that they do not
already know.

h. Ethical Issues
✓ Asking pupils to answer sensitive questions like their sexuality or problems in the
family are unwarranted especially without the consent of the parents.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
20
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Assessment of Learning

Comprehension Check 2:
A. Give three (3) roles of assessment. Define (on your own) each role (2pts each) and give one
example each role. (3pts each)
Rubrics:
5 points Comprehensive answer and includes extensive information
4 points Well-written answer includes some strong analysis
3 points Well written answer but lacks analysis
2 points Lacks of organization and uses little information
1 point Barely addresses the question

Enrichment Activity 2:
A. Determine the role of assessment in the given scenarios. Was assessment used for
placement, formative, diagnostic or summative purposes? Explain your answer in two to
three sentences.

1. A group of Science teachers analyzed the results of the national achievement tests given to
Grade 6 pupils. Most of their students obtained low scores in science. They learned further
that their students had difficulty with items about physical and chemical changes, forms
and uses of energy, and motion. They thought of a professional development project that
focuses on introducing pedagogical innovations particularly in teaching the said topics. After
two years, they saw a marked improvement in the performance of their students in the
national test, particularly on Science items about forms of matter, energy and motion.

2. For the entire session, a Social Studies teacher emphasized the importance of human rights
in nation building. Towards the end of the period, he handed each student a piece of paper
and posed a question:
“What happens if human rights violations go unchecked?” The teacher made use of the “exit
ticket" strategy to see what students have learned at the end of the lesson. The students
wrote their answers to the question and submitted them to the teacher at the end of the
period upon leaving. After reading his students’ responses, he starts planning for the next
session.

3. Ms. Jimenez suspected that one of her pupils has limited reading skills. To help the learner,
she needed to identify the specific areas with which the child struggles. Is the child impaired
in one or more of the following components: phonemic awareness, phonics, fluency
vocabulary and comprehension? To answer her question, she gave the learner an
assessment. Upon ascertaining that the child has difficulty in phonics, the teacher thought
of using an analogic approach to teach phonics.

4. Every month, teachers in a private high school give an interim Math test to check on student
progress. Any student who obtains a score below the cut score of 75 is invited to attend a
special class for additional instruction. However, if the student obtains a ‘fail’ score in two or
more occasion, the student is enjoined to attend the special class.
Rubric for Activity 1
5 points Comprehensive answer and includes extensive information
4 points Well-written answer includes some strong analysis
3 points Well written answer but lacks analysis
2 points Lacks of organization and uses little information
1 point Barely addresses the question

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
21
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education Assessment of Learning

Congratulations for finishing the Module 2! Keep up the good work.

References:

Pastor, G. and Santos Z. (2009) “Psychological Measurement and Evaluation”. Rex Book
Store, Manila

Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Lorimar

Publishing, Inc., Quezon City

Calmorin, P. (2004). Measurement and Evaluation. National Book Store, Mandaluyong City

De Guzman, E. and Adamos, J. (2015). Assessment of Learning 1. Adriana Publishing Co.,

Inc., Quezon City

De Guzman E. & Adamos J. (2015). Assessment of Student Learning 1. Adriana Publishing

Co., Inc. Cubao, Quezon City, Manila.

Paler-Calmorin, Laurentina (20110. Assessment of Student Learning 1. Rex Book Store, Inc.
Sampaloc, Manila.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
22
“Molding Minds, SHAping Future”