Assessment- is the process of gathering evidences of students’ performance over a period of time to

determine learning and mastery of skills.

Assessment in educational- setting may describe the progress students have made towards a given
educational goal at a point in time.

In the classroom, assessment- refers to all the processes and products which are used to describe the
nature and the extent of pupils’ learning.

Basic Principles

1. Assessment should be valid- Validity ensures that assessment tasks and associated criteria effectively
measure student attainment of the intended learning outcomes at the appropriate level.

2. Assessment should be reliable and consistent- There is a need for assessment to be reliable and this
requires clear and consistent processes for the setting, marking, grading and moderation of assignments.

3. Information about assessment should be explicit, accessible and transparent- Clear, accurate,
consistent and timely information on assessment tasks and procedures should be made available to
students, staff and other external assessors or examiners.

4. Assessment should be inclusive and equitable- As far as is possible without compromising academic
standards, inclusive and equitable assessment should ensure that tasks and procedures do not
disadvantage any group or individual.

5. Assessment should be an integral part of programme design and should relate directly to the
programme aims and learning outcomes- Assessment tasks should primarily reflect the nature of the
discipline or subject but should also ensure that students have the opportunity to develop a range of
generic skills and capabilities.

6. The amount of assessed work should be manageable- The scheduling of assignments and the
amount of assessed work required should provide a reliable and valid profile of achievement without
overloading staff or students.

7. Formative and summative assessment should be included in each programme- Formative and
summative assessment should be incorporated into programmes to ensure that the purposes of
assessment are adequately addressed. Many programmes may also wish to include diagnostic
assessment.

8. Timely feedback that promotes learning and facilitates improvement should be an integral part of
the assessment process- Students are entitled to feedback on submitted formative assessment tasks,
and on summative tasks, where appropriate. The nature, extent and timing of feedback for each
assessment task should be made clear to students in advance.

9. Staff development policy and strategy should include assessment- All those involved in the
assessment of students must be competent to undertake their roles and responsibilities.
Types of Assessment

Assessment for Learning (Formative Assessment)

- Day to day basis of assessment.

- recognizing how much learning is taking place in the common tasks of the school day – and how
much insight into student learning teachers can mine from this material.
- Goal: student success
- TEACHER’S ROLES IN ASSESSMENT FOR LEARNING: enhance student motivation and
commitment to learning.
- Form of motivations, adjustments, encourages
- Check learning to determine what to do next
- Earning more on personal.

Assessment of Learning (Summative Assessment)

- strategies designed to confirm what students know, demonstrate whether or not they have met
curriculum outcomes or the goals of their 4 individualized programs, or to certify proficiency and
make decisions about students’ future programs or placements.
- Evidence of achievement
- Achieve the goal and objectives
- Specific time
- Graded

Assessment as Learning

- develops and supports students' metacognitive skills. This form of assessment is crucial in
helping students become lifelong learners.

FOUR GENERAL PURPOSE OF ASSESSMENT

1. Instructional Assessments- used to modify and adapt instruction to meet students’ needs.
Formal or informal assessment and usually takes place within the context of classroom.
2. Diagnostic Assessments- student’s academic, cognitive or behavioral strengths and weaknesses
3. Predictive Assessments- predict the future. Determine the likelihood that a student or school
will meet a particular predetermined goal.
4. Evaluative Assessment-determine the outcome of a particular curriculum, program, or policy. To
evaluate.

COMMON TERMINOLOGIES

Measurement- process of determining or describing the attributes or characteristics of physical objects

generally in terms of quantity. STANDARD INSTRUMENTS (TEST OR TOOL).
Field of education- quantities and qualities of interest are abstract, unseen and cannot be touched and
so the measurement process becomes difficult; hence, the need to specify the learning outcomes to be
measured.

Objective measurements- do not depend on the person or individual taking the measurement. More
stable.

Subjective measurements- differ from the assessor to the next even if the same quantity or quality is
being measured. Depend on the person.

Testing- is an instrument of assessment. A test or quiz is used to examine someone’s knowledge of

something to determine what he or she knows or has learned.

Standardized test- is any form of test that requires all test takers to answer the same questions, or
selection of questions from common bank of questions.

High-Stakes test- any used to make important decisions about students, educators, schools, or districts,
most commonly for the purpose of accountability. Based for a decision (decide on something) (important
decision). Type of exam: anything.

Low-Stakes test- would be used to measure academic achievement, identify learning problems, or
inform instructional adjustments, among other purposes. Does not effect an important decision.

Evaluation- originates from the root word ―value‖ and so when we evaluate, we expect our process to
give information regarding the worth, appropriateness, goodness, validity or legality of something for
which a reliable measurement has been made. Adopt, reject or revise what has been evaluated.

Objectives of evaluation- include instructional programs, school projects, teachers, students and
educational goals.

Formative evaluation- is a method of judging the worth of a program while the program activities are in
progress. This type focuses on the process. Identify the deficiency (on going).

Summative Evaluation- is a method of judging the worth of a program at the end of the program
activities. The focus is on the result. (at the end, end result).

TYPES OF TEST

1. Achievement tests are designed to measure the knowledge and skills students learned in school
or to determine the academic progress they have made over a period of time.
2. Aptitude tests attempt to predict a student’s ability to succeed in an intellectual or physical
endeavor by, for example, evaluating mathematical ability, language proficiency, abstract
reasoning, motor coordination, or musical talent. Aptitude tests are ―forward-looking. (predict
future success).
3. Psychological tests, including IQ tests, are used to measure a person’s cognitive abilities and
mental, emotional, developmental, and social characteristics. (Knowing the learning disabilities).
4. Placement tests are used to place new students in the right class in a school.
5. Diagnostic Tests are used to discover student problems, difficulties or deficiencies in a course.
6. Proficiency Tests are not necessarily based on certain courses that students may have previously
taken.
7. Personality test is a method of assessing human personality constructs. Most personality
assessment instruments are in fact introspective (i.e., subjective) self- report questionnaire and
rating scales.