2020

ASSESSMENT OF
LEARNING
OUTCOMES I Writers:
MHARFE M. MICAROZ, MA
GUILLERMO DIMALIGALIG, EdD
PEDRO RAYMUNDE JR., MA
JOEY OLIVEROS, PhD
MERVIN OSIC, PhD
CHRISTIAN CAMANAN, MA
PRESCY BAQUERFO, PhD

PROJECT WRITE - XI
 THE COURSE OVERVIEW

COURSE TITLE : Assessment of Student Learning 1

TIME FRAME : 54 hours

COURSE OUTCOMES :
At the end of course, the students will be able to:
1. point out the role of good assessment and its relevance to learners,
teachers, parents and other stakeholders;
2. apply assessment in planning learning goals;
3. indicate ways of making assessment to strategize your own learning;
4. demonstrate their skill in using assessment to determine effective ways to
teach and learn;
5. develop valid conventional assessment tools;
6. describe the meaning and implication of the data gathered from the
respondents; and
7. outline issues and concerns in conventional assessment.

COURSE DESCRIPTION :
This is a course that focuses on the principle, development, and utilization of
conventional assessment tools to improve the teaching-learning process. It
emphasizes the use of assessment of, as, and for learning in measuring
knowledge, comprehension, and other thinking skills in the cognitive, psychomotor
or affective domains. It allows students to go through the standard steps in test
construction and development and the application in grading system.

Team Leader: MHARFE M. MICAROZ (KNP)

Members: CHRISTIAN CAMANAN (CJC)

PEDRO REYMUNDO JR. (CVSC)
JOEY C. OLIVEROS (UM)
MERVIN OSIC (UM)
GUILLERMO DIMALIGALIG (RMC)
PRESCY BAQUERFO (KNP)
 The Course Map

Assessment of Student Learning

1

Module 1 Module 2
Language of
Module 3
Assessment of Assessment as
Educational Learning Learning
Assessment

Module 4 Module 5 Module 6 Module 7

Assessment for Developing & Using Analyzing, Issues & Concern In
Learning Tests & Related Interpreting & Conventional
Topics Evaluating Test ASSESSMENT
Results

Lesson 1 Educational Lesson 1 Using assessment Lesson 1 Assessment as

Measurement, Evaluation, to plan future learning Learning and
Testing and Assessment goals Metacognition
Lesson 2 Outcomes, Lesson 2 Providing Lesson 2 The Role of
Indicators, Benchmark, evidence of achievement Teachers and Students in
Norms, Criteria and of outcomes and standards Assessment As Learning
Standards Lesson 3 Examples of
Lesson 3 Relationship of assessment of learning
Assessment to Learning and Lesson 4 Conditions of
Teaching Validity, Reliability, and
quality of feedbacks

Lesson 1 Using Lesson 1 Principles of Lesson 1 Test results Lesson 1

assessment to classify test development and educational Issues and concern in
learning and Lesson 2 Fundamental decision making conventional
understanding types of test and their Lesson 2 Fundamental assessment.
Lesson 2 Providing purpose analytical technique
evidence of improved Lesson 3 Qualities of Lesson 3 Fundamental
learning performance good tests and related techniques in
Lesson 3 Examples of tools interpreting test
assessment for Lesson 4 results
learning Consideration in test Lesson 4. Using
Lesson 4 Conditions of item development technology in test
validity, reliability, and Lesson 5 Using analysis,
quality of feedbacks technology in test interpretation and
development evaluation

Outcome:
 The Language of Educational
Module
1 Assessment

This part of the module familiarizes you in the Language of

Educational Assessment and further re-orient you about the
relationship of assessment to learning and teaching. This will
contain lessons concerning the basic concept of measurement,
evaluation, testing and assessment.

In this module you are expected to be able to:

• Explain by providing examples the following concepts in

educational measurement, such as: measurement, assessment,
testing, and evaluation.
• Compare and contrast measurement, assessment, testing, and
evaluation.
• Differentiate the following concepts: outcomes, indicators,
benchmarks, norms, criteria, and standards.
• Gather information on the relationship of assessment to learning
and teaching.
• Point out the various roles of assessment to teaching and learning.
• Summarize the relationship of assessment of learning and
teaching.
This module is organized in three lessons as follows:

• Educational measurement, evaluation, testing, and assessment

• Outcomes, indicators, benchmarks, norms, criteria, and standards
• The relationship of assessment to learning and teaching

Module 1 The Language of Educational Assessment

Lesson 1 Educational measurement, evaluation, testing, and assessment

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 Learning • Explain by providing examples the following concepts in
Outcomes educational measurement, such as: measurement,
assessment, testing, and evaluation.
• Compare and contrast measurement, assessment, testing,
and evaluation.
• Illustrate the application of these concepts in teaching-
learning process and instructional decision making.

Introduction Every time you come to school; your teacher would often
remind you the importance of knowing the objectives of being inside
the classroom. Why do you think you have to take a test, do
assignments, attend to a class activity or a class recitation and likes?
What is the importance of the scores on a test? Or the grades in your
report card? Do you think this has something to do with the
objectives that we have set out to achieve and were achieved or not?
This is often called evaluation. This lesson introduces you to some
important concepts associated with ascertaining whether objectives
have been achieved or not. Basically, the lesson will bring you
through the meanings of test, measurement assessment and
evaluation in education. Their functions will also be discussed. You
should understand the fine distinctions between these concepts and
the purpose of each as you will have recourse to them later in this
course and as a professional teacher.

Let’s get Activity 1. KWL Chart

Started!
Direction: Based on your knowledge and understanding, write brief
(Activity) statements in the second column about what you know in the topics
listed in the first column.

Topics What I know What I What I

want to learn
know
measurement
evaluation
testing
assessment

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 Group Sharing: If you have an online
connection you may call a friend or call
friends; if not on line you can consider the
households of friends in the neighborhood or
nearby. .
Directions:
1. Form a group where you can share and
discuss with the group what you have written in the “K”
column (second column).
2. Try to initiate a healthy discussion and record your output
sharing this to the group.
3. Fill out the third column “W” part of the TKWL chart.
Let’s Think
About it! Activity 2
Examine your assessment practices with the guide questions
(Analysis) provided. Write your answers in the space provided in your template.

Questions Answer
1. How do you give the
difference between
Measurement, Assessment,
testing and evaluation?
2. How will you define the
relationship between
Measurement, Assessment,
testing, evaluation and the
teaching-learning process?
3. What procedure do we
usually use to measure
students’ learning?
4. Why do you think
students’ learning must be
assessed?
5. What are the scope of
assessment and who does the
assessment? Why?
5. How do we use assessment
to determine the value of
student Learning?

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Let’s Explore!
The concept of test, measurement,
(Abstraction) assessment, and evaluation are often
used interchangeably by practitioners
and if they have the same meaning.
This is not so. As a teacher, you
should be able to distinguish one
from the other and use any one at the
appropriate time to discuss issues in
the classroom.
In your discussion perhaps you would say: we measure distance, we
assess learning, and we evaluate results in terms of some set of
standards. Measurement, assessment, evaluation and even testing
certainly share some common attributes, but it is useful to think of
them as separate but connected ideas and processes. These terms
mean very different things, and yet most of my students were unable
to adequately explain the differences.
The process of measurement as it implies involves carrying out
actual measurement in order to assign a quantitative meaning to a
quality i.e. what is the length of the chalkboard? Determining this
must be physically done. Measurement is therefore a process of
assigning numerals to objects, quantities or events in other to give
quantitative meaning to such qualities. In the classroom, to determine
a child’s performance, you need to obtain quantitative measures on
the individual scores of the child. If the child scores 80 in
Mathematics, there is no other interpretation you should give it. You
cannot say he has passed or failed. Measurement refers to the process
by which the attributes or dimensions of some physical objects are
determined. One exception seems to be in the use of the word
measure in determining the IQ of a person. The turn of phrase, "this
test measures IQ" is commonly used. Measuring such things as
attitudes or preferences also applies. However, when we measure, we
generally use some standard instrument to determine how big, tall,
heavy, large, hot, cold, fast, or straight something is.

Assessment is a fact-finding activity that describes conditions that

exists at a particular time. Assessment often involves measurement to
gather data. However, it is the domain of assessment to organize the
measurement data into interpretable forms on a number of variables.
Assessment in educational setting may describe the progress students
have made towards a given educational goal at a point in time. It is a
process by which information is obtained relative to some known
objective or goal. Assessment is a broad term that includes testing. A
test is a special form of assessment. Tests are assessments made
under contrived circumstances especially so that they may be

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 administered. In other words, all tests are assessments, but not all
assessments are tests. We test at the end of a lesson or unit. Several
instruments are often used to get measurement data from various
sources. These include Tests, aptitude tests, inventories,
questionnaires, observation schedules etc. All these sources give data
which are organized to show evidence of change and the direction of
that change. A test is thus one of the assessment instruments. It is
used in getting quantitative data.
The overall purpose of assessment Is to improve student learning
and provide students, parents, and teachers with reliable information
regarding student progress and extent of attainment of the expected
learning outcomes. More specifically, its functions are: measuring
students’ achievement, evaluate instructions and teaching strategies,
assesses lessons to be re-taught, evaluates school programs,
motivates learning, predicts success or failure and also evaluates
teacher’s performance, school’s facilities and resources, and school
manager’s performance. We must take note also about the
following characteristics: validity, reliability, practicability, justness
and morality in assessment.
Evaluation is perhaps the most complex and least understood of
the terms. Inherent in the idea of evaluation is "value." When we
evaluate, what we are doing is engaging in some process that is
designed to provide information that will help us make a judgment
about a given situation.
Generally, any evaluation process requires information about the
situation in question. Teachers constantly evaluate students, and such
evaluations are usually done in the context of comparisons between
what was intended (learning, progress, behaviour) and what was
obtained. Evaluation adds the ingredient of value judgement to
assessment. It is concerned with the application of its findings and
implies some judgement of the effectiveness, social utility or
desirability of a product, process or progress in terms of carefully
defined and agreed upon objectives or values. Evaluation often
includes recommendations for constructive action. Thus, evaluation
is a qualitative measure of the prevailing situation. It calls for
evidence of effectiveness, suitability, or goodness of the programme.

Let’s Do It! Activity 3.

(Application) 1. Review the output that you have in your group sharing.
2. Review your answers in activity 2 then consider pre-
discussion ad on and instructions maybe taken from the

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 following site: www.bchmsg.yolasite.com/assessment-and-
evaluation.php
3. Compare and contrast your work after considering the pre-
discussion ad on and instructions.
4. Feedback follows based on the following guide questions.
a. Are our assessment practices aligned with the purpose of
student assessment?
b. How will you improve your assessment practices?
Activity 4. Narrative Report
Directions: Do a narrative report that would tell us why your
assessment practice is/or is not aligned with
the purpose of student assessment and how
you will be able to improve your assessment
practice?

Key Take We have talked about assessment, measurement, and evaluation.

Away And why did we have to talk about these? We have tried identifying
(Closure) the criteria of assessment simply because we want to know if the
student has achieved the learning outcomes - and how well? Hence,
let us all be prepared for our next lesson which would be about
outcomes, indicators, benchmarks, norms, criteria, and standards.
You are therefore expected to do some research and readings about
these topics. Thank you.

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Module 1 The Language of Educational Assessment
Lesson 2 Outcomes, indicators, benchmarks, norms, criteria, and standards

Learning ▪ Differentiate the following concepts:

Outcomes outcomes, indicators, benchmarks, norms, criteria, and
standards.
▪ Cite specific examples of outcomes, indicators, benchmarks,
norms, criteria, and standards.
▪ Demonstrate how outcomes, indicators, benchmarks, norms,
criteria, and standards are set for quality evaluation.
▪ Construct their own examples from previously learned
concepts.

Introduction
You have to be ready with lesson 2 of this module and as expected,
you must have advance research and readings about our topic in
this lesson. In this lesson you have to be able to distinguish
outcomes indicators, benchmarks, norms, criteria and standards.

Let’s get
Started! Activity 1. Collaborative Q and A

(Activity) Direction: Call/Message a friend or two or more. Ask your friend/s

to play a question and answer
game with you. Introduce the
topic covered and set a date and
time when you can do the game.
You can consider household
members or neighbors.

Procedure:
1. Anyone from the group could start the ball rolling by asking
a question based on the assigned concepts for this lesson.
2. Anybody from the group could answer the given question.
Except the one who asked the question. Another one could
also give an additional answer.
3. Another member from the group could make a follow-up
question related to the first.
Let’s Think Activity 2. KWL Chart
About It! Directions:
(Analysis)
1. Answer the second column in the table as provided.

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 2. Choose a partner and discuss what you have written in the
first column.
3. Share your output to the class
4. Fill out the third column.
Topic What I know What I want What I learn
to Know
(1) (2) (3) (4)
Outcomes
indicators
norms
benchmarks
criteria
standards
Let’s Explore!
In educational measurement, we have been concerned with
(Abstraction) outcomes, indicators, benchmarks, norms, criteria, and standards.
We have considered outcome base education to come in different
levels; institutional, Program, course, and learning,
instructional/lesson outcomes.

Institutional outcomes are statements of what the graduates of

an educational institution are supposed to be able to do beyond
graduation. Program outcomes are what graduates of educational
program or degree can do at the completion of the degree or
program. Course or subject outcomes are what students should be
able to demonstrate at the end of the course or the subject. Learning
or instructional outcomes are what students should be able to do
after a lesson or instruction. Educational objective is formulated
from the point of view of the teacher. Learning outcomes are what
students are supposed to demonstrate after instruction. The
outcome statements must be developed carefully so that they
clearly identify
the type of change that will be measured and ensure that
proposed outcomes are achievable.

The focus on outcomes creates a clear expectation of what

needs to be accomplished by the end of the course. Students will
understand what is expected of them and teachers will know what
they need to teach during the course. Clarity is important over years
of schooling and when team teaching is involved. Each team
member, or year in school, will have a clear understanding of what
needs to be accomplished in each class, or at each level, allowing
students to progress. Those designing and planning the curriculum
are expected to work backwards once an outcome has been decided

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upon; they must determine what knowledge and skills will be
required to reach the outcome.
For each outcome we must ask ourselves for the indicators
that we will use to monitor our progress. An indicator should
be realistic - something you are able to track and gather evidence
on. Outcome indicators can be quantitative or qualitative.
Quantitative indicators count numbers of things that happen.
Qualitative indicators assess people’s
perceptions and experiences.

Indicators are measurable

information used to determine if a
program is implementing their
program as expected and achieving
their outcomes. Not only can
indicators help understand what
happened or changed but can also
help you to ask further questions about how these changes
happened. In the process of considering the term “indicator” we
cannot also do away with something that is usual, typical, or
standard, a standard or pattern, especially of social behavior, that is
typical or expected of a group we call “norms”.

Strong indicators are simple, precise, and measurable. In

addition, some programs aspire to indicators that are ‘SMART’:
Specific, measurable, attainable, relevant, and timely.

Speaking of benchmark, here we mean, a standard or point of

reference against which things may be compared or assessed. When
we benchmark, we evaluate or check (something) by comparison
with a standard. Also referred to as "best practice benchmarking" or
"process benchmarking", this process is used in management in
which organizations do evaluation or assessment of something.

‘Standard’ can refer to an aspect of performance, or to the

level of performance, or to a combination of both. The level of
performance can be specified tightly or described in terms that will
vary according to the context. These standards can be considered
minimum levels required, or levels required to be considered ‘best
practice’.

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Let’s Do It!
Activity 3. Gallery Presentation
(Application) Procedure:
1. Discuss and construct examples and fill up the following
table:

levels outcome indicators

Institutional
Program
Course
Learning,
instructional/lesson

Key Take Away Congratulations, you have just finished lesson of this module.
Perhaps you will be able to tell your friends planned results of any
(Closure) of your work and what would success look like! You will be able to
keep it simple and focus on one change or achievement per
outcome.
The next lesson would be about the relationship of assessment
to learning and teaching. You are expected to go through some
research works about this topic and prepare for a group
presentation. Thank you.

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Module 1 The Language of Educational Assessment
Lesson 3 The relationship of assessment to learning and teaching
Learning ▪ Gather information on the relationship of assessment to learning
Outcomes and teaching.

▪ Point out the various roles of assessment to teaching and

learning.

▪ Critique the information on the topics as presented to the class.

▪ Summarize the relationship of assessment of learning and

teaching.

Introduction With the change of focus in instruction from content to learning

outcomes we have come into redefining and clarifying some
concepts in educational measurement in lesson 1 and 2. To
determine the progress of students towards attainment of the
desired learning outcome, our experience here in lesson 3 will now
examine closely the relationship of assessment of learning and
teaching. Perhaps, you have gone through some further research
works about this topic. So let us move on!
Let’s get Activity 1: Reflective thinking
Started! Directions:
1. Do a recall-back of the knowledge
(Activity) that you have gained/ learned in
lesson 1 mand 2. Step back and think
of how you understood the different
terminologies in focus in the past lessons and how they are
related to each other.
2. Write a reflection paper. Write about something that had
been covered in lesson 1 and 2 and come up with the
relationship of assessment to learning and teaching.
3. Share and discuss the paper with a close friend or a family
member who would be willing to listen and share with you.
Record his/her comments and suggestions. You may
consider or may not consider his/her suggestions and
comments.
4. Review your paper and do some revisions if necessary.
5. Construct a Web map translation of your reflection paper.
Let’s Think Activity 2:
About It! Examine your web map translation of your reflection paper.
Answer the following questions. Write your answers in the space
(Analysis) provided in your template.

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 Questions Answer
1.What distinction did you
observe between 'testing
‘&’assessment'?
2. Why is it important that
assessment be considered by
teachers before they begin
planning lessons or projects?
3.How will a teacher know the
students’ knowledge and
performance base?
4.How will a teacher know
what is to be taught to the
students?
5.Was the mode of presentation
effective?
6.What performance
demonstrate understanding?
7. What performance
demonstrate knowledge?
8. What performance
demonstrate mastery?
9.What mode of performance
or approach is most effective?
10. Can you talk about the
relationship of assessment to
teaching and learning?
Let’s Explore! You have just learned that Assessment is a
critical aspect of teaching and learning process
(Abstraction) which aim at collecting, interpreting, and
analysing the regarding students’ performance.
The quality of learning is determined by the
quality of assessment practices in the
classroom. There are many purposes of
assessment that focus on the different dimensions of educational
development; however, the most dominant purposes of assessment
are improving students’ learning and develop accountability
measures for learning at classroom and school levels. Assessment is
meant to contribute to students learning and thus need to be

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 integrated in daily teaching and learning process in the classroom. It
provides the evidence needed to document and validate that
meaningful learning has occurred in the classroom. Teachers and
curriculum planners must first ‘think like an assessor’ before
designing specific units and lessons, and thus to consider up front
how they will determine if students will have attained the desired
understandings.”
Let’s Do It! Activity 3: Self-Reflection
Directions: Complete the reflective journal below:
(Application)
My assessment practice is/is not aligned with the purpose of student
assessment because_______________________________
_____________________________________________________
I will improve my assessment practice by_____________________
______________________________________________________

Key Take Away Congratulations! You have done module 1 with the three
lessons. Again, aassessments are only useful if they provide
(Closure) information that is used to improve teaching and student learning.
And here, I hope that assessment, now, inspires you to ask these
hard questions:
"Are we teaching what we think we are teaching?"
"Are students learning what they are supposed to be
learning?"
"Is there a way to teach the subject better, thereby
promoting better learning?"
Good luck and Hope you would be ready to talk about
ASSESSMENT OF LEARNING in Module 2

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Module No. & Title Module 2: Assessment of Learning

Module Overview Hi, student. Welcome to Module 2. In this module, you will
acquaint yourself in the concepts of Assessment of Learning.
This module helps you to utilize assessment in planning the
learning goals. This will introduce you the three levels of
learning domains. In addition, this will contain a lesson
regarding the importance of reliability, validity, and feedback.

Module At the end of this module, you should be able to:

Objectives/Outcomes
a. explain what assessment is and why it is important in
planning learning goals;

b. demonstrate their ability to describe the different

principles of effective assessment;

c. categorize learning outcomes as to cognitive, affective

and psychomotor behavior;

d. classify the three domains of learning;

e. apply assessment strategies in planning future learning

goals;

f. classify the three domains of learning; and

g. describe elements that constitute high quality

assessment.

Lessons in the module This module contains the following lessons:

Lesson 1: Using assessment to plan future learning goals

Lesson 2: Providing evidence of achievement of outcomes and
standards
Lesson 3: Examples of Assessment of Learning
Lesson 4: Conditions of Validity, Reliability and quality of
Feedback

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