Assessment Learner’s Module

PED 17 Assessment in Learning 1

Ninfa B. Pangilinan

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Assessment Learner’s Module

Copyright 2020

All rights reserved. No part of this course module may be reproduced or transmitted in any form
without written permission from the author.

ISBN:

Page and cover designed by: Dr. Paterno S. Baguinat, III

Dr. Dennis A. Maghanoy

First Edition, 2020

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gov. Guading Adaza St.Sta. Cruz, Dapitan City,7101
Jrmsu_univpress@yahoo.com

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 Preface

Assessment of Student Learning is a required subject in all teacher education courses.

Its importance as a subject is very significant, the teacher is authorized to assess the students'
performance and assist them in the learning process. The topics in this module are presented in
a simple way in order to insure the pre-service teachers will get the correct concepts and
practices in assessment of student learning.

The focus of this module is best described by the list of general learning outcomes that
should result from its use.

 An understanding of the role of measurement and assessment in the

instructional process.
 The ability to define instructional goals and objectives in ways that facilitate the
construction of appropriate tests and assessments.
 An understanding of the concepts of validity and reliability and their role in the
construction, selection, interpretation ad use of tests and assessment.
 The ability to construct classroom tests and assessments that measure a variety
of learning outcomes, from simple to complex.
 The ability to obtain assessment information from classroom observations,
peer appraisals and self-report.
 The ability to administer tests and assessments properly and to use their
results effectively with due regard to the necessary precautions.
 The ability to interpret test and assessment result properly with full awareness of
the meaning and the ever present error of measurement.
 An understanding of how tests and assessments contribute to effective marking
and reporting systems and to improved instructional decisions.

These understandings and abilities are most likely to be attained when reading the
module.

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 Acknowledgment

The author gratefully acknowledges unceasing assistance and support of the

following persons:

Dr. Daylinda R. Laput, the President of Jose Rizal Memorial State University who
planned and organized the Flexible Learning System, and providing us guidance,
suggestions in delivering the four fold functions specially the instructions in this time of
pandemic;

The members of the FLS team, who lead the webinars and trainings and to the
speakers of the FLS, who give instructions, sharing their knowledge on how to prepare
different modalities in delivering learning instructions;

Dr. Narcisa S. Bureros, Dean of the College of Education, Dr. Joji T. Recamara,
Associate Dean of the College of Education, and the CED Faculty for their continuous
help and support in attending the webinars, trainings and in the preparations of modules
and online classes;

Her husband Arthur, her daughter Arnin and son Jemuel for their understanding,
love and inspiration;

All those whom the author failed to mention but made significant contributions for
the realization of this module;

Ultimately, to God Almighty, who provided her more graces, good health,
strength, courage and everything.

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 Table of Contents

Title Page i
Copyright Page ii
Preface iii
Acknowledgment iv
Table of Contents v

Module 1: Measurement and Assessment Process

Unit I-Basic Concepts in Assessment 1

Learning Outcomes 1
Pretest 1
Contents 2
Learning Activities 5
Activity 1 5
Activity 2 5
Activity 3 5
Activity 4 5
Assessment 6

Unit 2. Principles of High Quality Assessment 8

Learning Outcomes 8
Pretest 8
Contents 9
Learning Activities 17
Activity 1 17
Activity 2 17
Activity 3 18
Activity 4 18
Assessment 19

Module 2: Classroom Tests and Assessment 21

Unit 1. Development of Assessment Tools: Knowledge and Reasoning 21

Learning Outcomes 21
Pretest 21
Contents 23
Learning Activities 30
Activity 1 30
Activity 2 31
Activity 3 31
Assessment 31

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Unit 2. Item Analysis and Validation 33
Learning Outcomes 33
Pretest 33
Contents 34
Learning Activities 39
Exercises A,B,& C 39
Assessment 40

Unit 3: Introduction to Statistical Concepts 42

Learning Outcomes 42
Pretest 42
Contents 44
Learning Activities 64
Activity 1 64
Activity 2 64
Activity 3 65
Activity 4 65
Activity 5 65
Assessment 66

Unit 4. Grading Systems 68

Learning Outcomes 68
Pretest 68
Contents 69
Learning Activities 77
Exercises A & B 77
Assessment 77

Unit 5- Non-Objective Tests 79

Learning Outcomes 79
Pretest 79
Contents 80
Learning Activities 85
Exercises A Construct a checklist for performance test 85
Exercise B Construct a rubrics scoring guide for

1. Solving an algebraic verbal problem involving two linear

equations involving two unknowns 86

2. Constructing three dimensional geometric figures 86

made of cardboard boxes
Assessment 87

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Unit 6 – Authentic and Alternative Assessment Methods 89
Learning Outcomes 89
Pretest 89
Contents 90
Learning Activities Chapter Exercises A, B, & C 95
Assessment 96

References 98
Appendix A 100
Rubrics 101
Glossary 103
Answer Key 108

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Module 1: The Measurement and Assessment Process

Unit I-Basic Concepts in Assessment

Have you ever ask yourself, what are your tasks when you become
teachers? Why teachers assess the students learning? What will be
the consequences if you have poor assessment procedures? Find
out the answers to these questions and determine the importance of
assessment in the teaching learning process through this module.

Learning Outcomes

At the end of this unit, the students will be able to:

1. describe educational measurement, assessment and evaluation
2. distinguish indicators, variables and factors
3. distinguish among the forms of assessment
4. identify types of measurement and roles of assessment formative, diagnostic,
placement and summative purposes in making instructional decision.

Pretest

Directions: Find out how much you already know about this Unit. Write the letter that you
think best answers the question on a sheet of paper.
1. Teacher A. taught her Mathematics class about addition of fractions. She administered an
assessment tool to give her feedback so she can help the students learn more. What
form of assessment was given?
A. Summative B. Formative C. Peer D. Self
2. The test was given to the students by Mr. Lapid to determine what the students already
know and not know about the subject before he taught. Which did he give?
A. Peer B. Self C. Pretest D. Posttest
3. Teacher Pangilinan plans to do assessment FOR learning, then she should plan how to
.
I. provide feedback to help students improve their work
II. certify students‟ achievement
III. assess strengths and weaknesses of students
IV/ align instruction to learning needs of students
A. I,II and III only B. I, II and IV only C. I, III and IV only D. II, III and IV
only
4. Teacher G does NOT wait for the end of the term to find out how much the students learn.
With which does Teacher G agree?
A. Formative B. Authentic C. Summative D. Norm- reference
5. Even in the process of teaching, Teacher N finds out if her students understand what she is
teaching. What is Teacher N engaged in?
A. Summative B. Criterion-reference C. Formative D. Norm-reference

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6. Which assessment is/are used to determine grade of students?
I. Formative assessment
II. Summative assessment
III. Assessment of learning
A. II and III B. I and III C. I and II D. I only
7. Which is referred to as assessment of learning?
A. Formative assessment C. Traditional assessment
B. Summative assessment D. Authentic assessment
8. A teacher did a misconception/preconception on the first day of class to know whatthe
class already knows about a certain topic. This check is a form of :
A. Diagnostic test C. Criterion-referenced test
B. Placement test D. Achievement test
9. Which assessment leads students to become self-directed and independent learners?
A. Formative assessment C. Assessment AS Learning
B. Summative assessment D. Assessment FOR Learning
10. test must be given to know the student‟s entry knowledge andskills.
A. Aptitude B. Standardized C. Diagnostic D. Placement

Contents

1.1. Introduction

As teachers, we continually faced the challenge of assessing the performance of students.

Why teachers decide for assessment? To improve student performance, guide the teachers in
enhancing teaching-learning process, and assist policy makers in improving educational
system but poor assessment procedures could adversely affect the students, teachers and
administrators (De Guzman, 2007).

Long ago assessment of learning was confined to techniques and procedures for
determining whether or not cognitive knowledge (memorization of facts on theories) was
successfully acquired. Assessment was essentially confined to pencil and paper testing of
cognitive levels of learning (Bloom, 1954). Paper-pencil testing is inadequate to measure other
important skills needed for people to function effectively in today’s world. Test results provide
an easy and easily understood means of informing student about his progress or the school
about his performance. It provides clear targets to aim for when teachers and administrators
want improvement (De Guzman, 2007, p.7).

1.2. Educational Measurement

What is measurement? It is the process of obtaining a numerical description of the

degree to which an individual possesses a particular characteristic. It answers the question “how
much?” Measurement is the part of the educational evaluation process whereby some tools or
instruments are used to provide a quantitative description of the progress of students towards
desirable educational goals. Testing is a measurement procedure to measure the level of
achievement or performance of the learners. Quantities and qualities of interest are more
abstract unseen and cannot be touched, (Gabuyo, 2008, p. 428).

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1.1.1 Types of Measurement

Measurement can be objective (testing) or subjective (perceptions). Objective

measurements are more stable than subjective measurement in the sense that repeated
measurement of the same quantity and quality of interest will produce more or less the same
outcome. Objective measurement is the most preferred
Subjective methods are sometimes more appropriate than objective method (e.g.
judging the aesthetic appeal of a product). Whether one uses an objective or subjective
assessment procedure the underlying principle in educational measurement is summarized by
the following formula:
Measurement of quantity or quality of interest = true value plus random error
Each measurement of the quantity of interest has two components: True value of the quantity
and random error component (De Guzman ,2007, p.9).

1.1.2 Indicators, Variables and Factors

Variable

An educational variable is a measurable characteristic of a student. It is denoted by an

English Alphabet. Variables may be directly measurable (age, sex, height). Example: X = age, Y
= sex, Z = height of the students. However there are times, a variable cannot be directly
measured (class participation of a student) (De Guzman, 2007, p.10).

Indicator
An indicator I denotes the presence or the absence of measured characteristic.
Thus: I = 1, if the characteristic is present
I = 0, if the characteristic is absent
For variable X = class participation, we can let I1, I2. In, denote the participation of a
student in n class recitations and let X= sum of the I‟s divided by n recitations. Thus if there
were n = 10 recitations and the student participated in 5 of these 10, then x = 5/10 or 50%
Indicators are the building blocks of the educational measurement upon which all other forms of
measurement are built. A group of indicators constitute a variable. A group of variables form a
construct or factor (De Guzman, 2007, p.10).

Factor
A Group of variables form a construct or a factor. The variables which form a factor
correlate highly with each other but have low correlations with variables in another group.
Example: The following variables were measured in a battery of tests:
X1 = computational skills X4 = logic and reasoning
X2 = reading skills X5 = sequences and series
X3 = vocabulary X6= manual dexterity
These variables can be grouped as follows:
Group 1 (X1, X4, X5) mathematical ability factor
Group 2(X2, X3) language ability factor
Group 3 (X6) psychomotor ability factor (De Guzman, 2007, p.10).

1.3. Assessment

Once measurements are taken of an educational quantity or quality of interest, the next
step is to assess the status of the educational phenomenon. What is assessment? It refers to
the process of gathering, describing or quantifying information about the student performance.

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For example, suppose that the quantity of interest is the level of mathematics performance of
Grade VI pupils in a school district. The proposed measurements are test scores obtained by
administering a standardized achievement test in Math for Grade VI pupils in the district. The
District Office decided to target an achievement level of 85% for grade VI pupils. Based on the
achievement test results, the school officials can assess whether their Grade VI pupils are
within a reasonable range of this target, whether they are above or below the achievement level
target (De Guzman, 2007, p.11).

1.3.1. Three forms of assessments

Compare the three forms of assessment.

a. Assessment FOR Learning- assessment is done to improve and ensure learning.

b. Assessment OF Learning-Is usually given at the end of the unit, grading period or a
term. This is mean to assess learning for grading purposes.
c. Assessment AS Learning-is associated with self-assessment. It implies assessment
by itself is already a form of learning for the students.

The prepositions “for” in assessment FOR learning imply that assessment is done to
improve and ensure learning. This is referred to as FORmative assessment, assessment that is
given while the teacher is in the process of student formation. It ensures that learning is going
on while teacher is in the process of teaching. It includes the pretest and the posttest that a
teacher gives to ensure learning. Use the pretest to determine their entry knowledge or skills so
teacher knows how to adjust instruction. The posttest is used to find out if the intended learning
outcome has been attained after the teaching -learning process. If not all students have attained
it, then the teacher has to apply intervention or a remediation, Assessment OF learning is
usually given at the end of a unit, grading period, or a term like a semester. It is meant to assess
learning for grading purposes. Assessment AS learning is associated with self – assessment.
The students set their targets, actively monitor and evaluate their own learning in relation to their
set target. They become self – directed or independent learners(Corpus,2015).

1.3.2. Roles of Assessment

Compare the different roles of assessment.

1. Summative Role - determine the extent to which learning objectives for a course are
met and why. It concerned with what they have learned. The purpose of summative
assessment:
a. To determine the extent to which the instructional objectives have been met;
b. To certify students mastery of the intended outcome and used for
assigning grades;
c. To provide information for judging appropriateness of the instructional objectives;
d. To determine the effectiveness of the instruction, (Gabuyo, 2008, p.430).
2. Diagnostic Role - determine the gaps in learning or learning processes, to be able to
bridge these gaps. It is used to detect student’s learning difficulties. The purpose of
diagnostic assessment:
a. To determine the level of competence of the students;
b. To identify the students who have already knowledge about the lesson;
c. To determine the causes of learning problems and formulate plan for
remedial action (Gabuyo, 2008, p.430).

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 3. Formative Assessment - guides the teacher on his/her day to day teaching activity. It
allows the teacher to redirect and refocus the course of teaching a subject matter. It
answers the questions: Should a topic be taught again? Should there be more drills
and exercises?
Formative Assessment pointers:
a. There should be an achievement continuum at every level of instruction
b. Criteria and standards be well-defined at the beginning of the learning process
c. Criterion-referenced tests should be administered
d. Students should always be informed of their progress
e. Enrichment/remedial opportunities should be made available (Navarro& Santos,
2012, pp. 11-2).
The Purpose of formative Assessment:
a. To provide feedback immediately to both student and teacher regarding the
success and failures of learning;
b. To identify the learning errors that is in need of correction;
To provide information to the teacher for modifying instruction and used for improving
learning and instruction (Gabuyo, 2008, p.430).
4. Placement - determines the appropriate placement of a student in terms of aptitude
and achievement. It also determines the student’s ability is equivalent to, example,
typical 7th or 8th grade student (Navarro& Santos, 2012, pp. 11-2). The purpose of
placement assessment is to determine the prerequisites skills, degree of mastery of
the course objectives and the best modes of learning (Gabuyo, 2008, p.429).

Now that you had learned about the basic concepts of assessment, do the
succeeding learning activities. If you have questions regarding the activity,
you may visit our Google class with this code: If you had poor connectivity,
you are given another week to accomplish the tasks.

Learning Activities

Activity 1 Types of Measurement

A. Classify the following either as objective or subjective measurement:

1. Age in pupil in years
2. Test score in Grade 3 science
3. Class participation
4. Showmanship in a school play
5. Classroom behavior scale

B. The following test scores in First year algebra were observed for a particular
student 75, 82, 83, 76, 81, 78
1. Assuming that these test scores reflect the student’s true ability plus random error,
what would be your best guess of the student’s true ability? Why?
Calculate the difference between the actual score and your best guess of the true ability
of the student. What is the sum of these differences? (De Guzman, 2007, p.18).

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Activity 2. Indicators, Variables and Factors

Consider the following measured variables:

– X1 = Logical reasoning
– X2 = Sentence construction
– X3 = Basketball skills
– X4 = Folk dancing skills
– X5 = Computational skills
– X6 = Vocabulary
– X7= Geometry skills
1. How many factors can you identify? Name these factors and justify
your groupings.
2. Find some indicators of X3 and X4. Discuss these indicators, (De
Guzman, 2007, p.19).

Activity 3. Three forms of Assessment

Which phrase refers to assessment FOR learning? Assessment OF learning?

Assessment AS learning?

DepEd Order No.8,s. 2015 states: “Assessment is the process that is used to
keep track of learners‟ progress in relation to learning standards…, to promote self –
reflection and personal accountability among students about their own learning and to
provide bases for the profiling of student performance on the learning competences and
standards of the curriculum.” (Corpus, 2015, pp. 4-5).

Activity 4. Roles of Assessment

Identify the assessment function in the following:

1. Entrance examination
2. Unit test
3. National Scholastic Aptitude Test
4. Test of English as a Foreign Language (TOEFL)
5. Licensure Exam for teachers
6. IQ test
7. 2nd Periodic Exam
8. Midterms Exam
9. Attitudinal Exam
10. Daily Quiz

Congratulations! You did a great job! You may now take the assessment. If you
have not completed the tasks, or you have difficulty in accomplishing the activities,
please send me a message to our Google class, or you may ask clarifications
through a text message or phone calls on the contact number included in your
course guide.

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 Assessment

A. Classify the following either as objective or subjective measurement.

1. Attitude score based on observations
2. Length of piece of paper
3. Grade of a project submitted
4. Height of a building in meters
5. Perceptions on the effectiveness of a teacher
B. Identify the assessment function illustrated by the following:

1. IQ test
2. 2nd Periodic Exam
3. Midterms Exam
4. Attitudinal Exam
5. Daily Quiz

C. Choose the letter of the correct answer.

1. Teacher Nin sees to it that she checks for understanding as

she teaches to ensure that every student can follow the lesson.
With what form/s of assessment is Teacher Nin occupied with.
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS
learning
2. Teacher Ann is done with unit 1. She wants to know how well
her students could demonstrate the knowledge and skills
targeted at the beginning of the unit. Into what form of
assessment is Teacher Ann?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS
learning
3. Which an assessment is/are used to determine grade of students?
I. Formative assessment
II. Summative assessment
III. Assessment of learning
A. II and III B. I and III C. I and II D. I only
4. Which assessment leads students to become self-directed and independent
learners?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS
learning
5. Complete this analogy.
Formative assessment:
Assessment for learning
Summative assessment:
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS
learning

Congratulations! You did a great job! If you have not completed the task, or
you have difficulty in accomplishing the activity, please send me a message to our
Google class, or you may ask clarifications through a text message or phone calls
on the contact number included in your course guide.
You had just completed this unit. You are now ready to take Unit 2.