Chapter 7: Assessment Techniques

Introduction

Every minute of a teacher’s stay in the learning environment calls for an important aspect of the whole
milieu of the teaching-learning process that of assessing students’ progress. Before and during class sessions,
she is observing the general atmosphere, weighing answers to her inquiries and analyzing active and passive
reactions. She is alert to gauge motivations and understandings as well as apathetic signs of inattention. At
every instance, she is making decisions. Should she go on with the lesson, or should she change her teaching
strategy? So much depend on how she assesses the whole situation. Her knowledge of appropriate
assessment techniques will be put to a test.

Her task does not stop at collecting information about her teaching. The data at hand, further supported by
on-the-spot observations are immediately processed in order to arrive at a clear appraisal of the learning
outcome desired. Then, it is time to make a decision whether to go on or make necessary revisions wherever
needed. Evaluation is the ultimate task to ascertain overall gains and development.

A. Assessment
Assessment is defined as a process of gathering information on how an instructional objective or purpose is
being achieved. It is an appraisal system that is based on a set of criteria. Criteria are in turn dependent on
the desired performance level.

The need for assessment:

1. The information gathered through the process will definitely guide the teacher in making
decisions. In the long run her decision-making skill is enhanced.

2. The choice of appropriate assessment procedures will redound to the improvement of student
performance, especially when continuous feedback is required.

3. Assessment processes make it easy to track student progress in learning rather than being
contented with isolated testing

4. The teacher’s assessment preferences become guides to how the students will prepare for the
tests. The method should jibe with the learning target set.
B. Measurement

As used in education, measurement refers to a process of determining how much of a particular

knowledge, skill or characteristic an individual possesses. There are quantitative measurements such
as percentage of items answered as well as qualitative measurements such as how intense or less
intense the individual’s feeling is for an object. Technique is dependent on the defined skill or

The choice of a measurement behavior the teacher wants to measure. Some of the most commonly
used are tests such as multiple choice, completion type or essay and oral or written questioning.
Rating scales, informal and formal observations and interviews are used in measuring accuracy of
performance or the level of ones involvement in a learning activity.

C. Evaluation

What is the difference between evaluation and measurement? Evaluation is a process of making
judgements, that is, how good ones performance or behavior is, based on a pre-determined value or
standards that would indicate quality. Briefly, it is an interpretation of what has been measured such
as what the obtained scores mean. A good question a teacher may ask is: “How will I interpret the
results?”

Why we evaluate
We evaluate teaching and learning for an over-all purpose of improving instruction. For specific
purposes, evaluation is undertaken in order to:

1.Analyze the children’s learning styles. Knowing how children learn the teacher can be guided in
determining appropriate teaching methodology.
2. Diagnose children’s strengths and weaknesses. Information could be used to capitalize on the strong
and positive qualities and improve the weak traits.
3. Achievement through Appraise ach the development of learning outcomes, such as acquisition of
knowledge, development of skills and inculcation of values.
4. Determine the effectiveness of a teaching methodology. Information can provide a clue on what
teaching strategy could be employed in similar lessons and conditions.
D. Trends in Classroom Assessment
Recent trends culled from research findings could guide us in planning our assessment methodologies.

1. While in the past assessment is conducted at the end of an instructional unit, such as after the
completion of lessons included in a chapter, or after a presentation of a concept, today, short
appraisals are being undertaken during the lesson. Simple questioning techniques during a discussion
could reveal whether the students are “constructing meanings” or understanding ways things should
be done. Such assessment signals a continuation or a revision of a planned procedure.

2. Being recommended today are what is referred to as alternative Assessment techniques. It is any
method that differs from the traditional paper-and-pencil tests. Examples are authentic assessment,
performance-based assessment, portfolios, journals, exhibits, demonstrations and interviews.

3. An important trend which has been overlooked before is the assessment of knowledge and skills
together. As we measure the acquisition of information, there should be a simultaneous assessment of
how such knowledge is applied. The emphasis is placed on thinking skills as a measure of how
learning is achieved and applied.

4. Students are now being encouraged to “self-assess” and gather feedback rather than rely on others to
discover their own progress. Results can heighten motivation and interest to pursue successful
completion of the objective.

5. New techniques of assessment allow multiple answers rather than only one correct answer.
Performance-based assessment, student reports and journals are rich sources of information for
evaluation.

6. The recent emphasis on authentic assessment is considered very important in gathering reliable
feedback. Such assessment technique focuses on knowledge and skills as exhibited in real-life
situation, most often outside school settings. A variety of individual responses insure the needed
authenticity that contributes to life-like feedback rather than the traditional. In addition, there is a
considerable amount of feedback gathered and therefore differentiation of responses is easily attained
E. Objectives to be Assessed
An important beginning task in planning assessment is to identify appropriate instructional objectives
indicating the outcomes expected and how it is related to the type of assessment methods.

The main categories are as follows:

1. Knowledge
This includes knowledge of subject matter such as simple mastery of facts and information that can easily be
done through mere recall. The students should be able to remember dates, places and events. Outcomes such
as developing awareness, ability to comprehend and acquire simple understanding of information are the
defined aims.

2. Skills
It refers to skills that require knowledge of procedures and the ability to use such knowledge in actual
performance. The student is able to demonstrate or exhibit a behavior in which the knowledge and under-
standing or reasoning are being used in doing things that are easily observed. It is also termed performance-
based objectives.

3. Products
It includes the ability to use knowledge and reasoning in producing or creating a product such as an artwork,
project and special reports.

4. Thinking skills
This goal includes the ability to use knowledge in reasoning, solving problems, analyzing and synthesizing
information and arriving at judgements. Familiars terms used are critical thinking and decision- making.
These learning skills are classified as higher-order thinking skills. Other thinking skills are justifying,
inferring, relating cause and effect.

5. Values
This objective refers to the “intangibles,” yet observable behavior such as feelings, attitudes and
dispositions. Positive and negative values that are developed are likewise important outcomes of instruction.
It falls under the affective objectives.
F. Types of Assessment Methods
Instructional objectives tell us what we plan to achieve, that is, what we like the students to learn and be able
to do. The next step is to determine what assessment method could be used in order to gather data and
information during and after the learning process. The choice of appropriate and effective assessment
methods should jibe with the instructional objective set earlier.

The types of assessment methods are:

1. Objective Assessment
a.) This method presents a question which can be answered by selecting the correct one from
possible choices.
Examples are multiple choice, matching, true false and yes/no type

b.) Another type includes items that require the student to think and produce their own answers.
Examples are completion type, labeling diagrams, and short sentence responses. Oral
questioning could be the form of open-ended and divergent questions which require short
sentence answers, brief reports or instant interviews.

2. Critical Thinking Assessment

The ability to process information in order to arrive at a deep understanding and judgement could be
assessed by essay tests which call for explanations, solutions to problems, formulating inferences and
generalizations and making predictions. Special reports, researches and experiments indicate ones ability to
make sound arguments, decisions and conclusions.
Teacher observations, both formal and informal can likewise assess the depth and breath of ones thinking.
Intelligent responses, high motivation and inquisitiveness are sufficient gauge of an analytic mind.
Creative thinking could be tested as to the originality and novelty of the ideas expressed in a given situation.
A discussion format can probe into more intense beliefs and convictions.

3. Performance-based Assessment
a.) Performance is assessed in terms of ones proficiency in a speech, drama, dance, athletic skill,
steps followed in an experiment or a musical rendition. Adeptness and masterful execution of
the performing act can be assessed using specific criteria and a scale to indicate levels.

b.) Product Assessment

This method will assess ones ability to produce, create, construct or do something. The quality of the
product such as a painting, a science project, a model or a final report could be determined by using a
checklist, rating scale, rubrics and portfolio.
Preparing a collection of rare specimens, historic artifacts and unusual objects are measures of their
interests. Other products in the form of journals, poems, audio tapes, graphs, tabulations, maps and
illustrations are evidences of ones performance skill.

4. Values also Termed Affective Assessment

Teacher observations, interviews, journals and self-reports reveal information about ones attitudes,
perceptions and personality traits.
Responses in attitude surveys, aptitude tests, questionnaires and interest inventories could assess values,
emotional stability and personal commitment, Sociometric devices can likewise reveal strong bias, beliefs,
self-concept and positive and negative feelings.

Other affective traits that could be assessed are opinions, preferences and motivation. Interpersonal
relationships and attainment of moral principles are worth monitoring and evaluating.

G. Planning Other Types

Other types of assessment that have enhanced our currently being used methodologies are the following:
1. Reasoning Skills Assessment
Reasoning goes beyond mere recall and comprehension. It is a task that employs knowledge in order to be
able to interpret and analyze information, draw inferences and make decisions. They are called mental skills.
Some of them are recognizing, discriminating. Comparing, synthesizing and making deductions.

Essay tests can approximate ones justifications given a number of alternative choices of action, applications
of principles and judging arguments. They construct their own unique answers which guide the teacher in
correct scoring.
Formal and informal questioning, structured observations, and conferences can likewise be rich sources of
evidences for evaluation.

2. Problem-Solving Assessment
Problem solving requires gathering information for the purpose of arriving at an answer, a solution or a
decision. It involves a number of steps in order to reach the best solution.

The steps to be assessed are:

 a. Defining the problem clearly.
b. Gathering relevant information.
c. Formulating a hypothesis (tentative solution)
d. Determining the likely hypothesis (the best alternative)
e. Testing the hypothesis through actual observations, readings, deductions or performing experiments.
f. Analyzing data gathered.
g. Formulating a conclusion (solution)

In order to assess problem solving ability, present a situation with constraints or obstacles that need
immediate solution How the students plan and implement a correct procedure and come up with a
conclusion are sufficient evidences gauge this skill. Problem solving assessment can also show they
are capable of abstract thinking, deductions as well as actual investigations.

2. Psychomotor Skills Assessment

Example of psychomotor skills categorized according to the following, are:

Auditory Gross Motor Fine Motor Visual

Imitate Sounds Balancing Cutting Identify Shapes
Pronounce Carefully Hopping Drawing Copying Letters
Proper Lip and Tongue Throwing Tracing Finding Figures
Placement Skipping Writing Coloring

Observation techniques could assess actions that indicate proficiency and readiness. A smooth and
accurate performance with less effort spent is a sign of higher coordinated psychomotor activities.

3. Authentic Assessment

As defined earlier, this method examines the student’s ability to apply knowledge in performing a
task that is exactly what is existing in rea life.

Examples of tasks that could be studied for their authenticity are:

Composing a Song Enacting a drama

Writing a poem Planning a trip
Examining Pollution Playing a ball game
Designing a dress Preparing a home garden
Writing a new column Creating a new dance step

The students will be presented with a situation which would require them to perform the life-like
tasks cited. Example, a song and dance contest is conducted to identify creative students. Another
situation could be to plan a trip to a historic landmark or to write a story.

Examples of authentic assessment are:

 Portfolio collection
  Science fair
 Exhibits
 Music recitals
 Debates
 Art show
 Original papers

A rating scale could assess authentic performance and products. It indicates qualitatively different levels of
performance or the degree to which a product satisfies a set of criteria. Example of a scale:

Excellent Good Average Fair Poor

5 4 3 2 1

The numbers indicate the degree to which an act or product is created.

Other examples are:

 Always, frequently, occasionally, seldom, never

 Complete, nearly complete, incomplete
 Excellent, good, needs improvement, inadequate

4. Portfolio Assessment
It is a method of collecting and evaluating a variety of student work It consists of an organized collection of
products.

Depending on their needs for evaluation, the types are:

1. Best work portfolio. The student chooses his best work. This type encourages self-assessment
and illustrate what he is capable of doing.

2. Scrapbook type. It includes tests, checklists, observations and rating scales chosen by both
student and teachers.

3. Evaluation portfolio. This is a collection of work that could indicate student learning, such as
examination booklets. Written reports, short journals after a day’s lesson.

Other contents of a portfolio:

  Poems, songs
 Mathematical models
 Stories, drama
 Diagrams, graphs, charts
 Projects, reports, letters
 Photos, sketches
 Paintings, drawings
 Book reviews

Adequate.
An overall evaluation of a portfolio uses a scoring criteria of the rating scales type.

Using numbers:
Incomplete, 1, 2, 3, 4, complete.
Examples: Using words, inadequate, improving, developing,

H. Assessing Student Behavior

A student’s behavior in the class or outdoors during active participation in learning tasks or in undertaking
own investigations are easily assessed by a teacher who is a good observer, at the same time a perceptive
listener. Following are some questions that could reveal meaningful information:

a. Nature of participation
Do they take an active part in discussions, laboratory investigations and in other class activities?
Do they ask relevant, analytic questions?

b. Interests
What are their specific interests? What are their hobbies?
What are their recreational activities?

c. Creativity
Can they generate own ideas? Can they try new procedures?

d. Critical-mindedness
Are they capable of analyzing and interpreting data?
Do they employ investigative processes and procedures in finding solutions to daily problems?

e. Open-mindedness
Do they consider all sides or evidences before arriving at a decision?
Are they free from biases and prejudices?

f. Persistence
Working beyond scheduled time? Do they give up easily when problems occur?

g. Cooperation and sharing

Do they pursue a task to completion? Are they willing to continue
Do they cooperate with one another in class activities?
Do they share learning resources among themselves?

1. Observing Teacher Behavior

In order to evaluate teacher effectiveness, formal as well informal observation of her behavior is a reliable
gauge.
The observer could be guided by the following questions:
a. Does she provoke her students to think? This is dependent on her tact in asking “why and how” types
of questions. B. Does she allow her students to originate or plan their own work Methodology?
b. Does she provide proper motivation and encouragement that could arouse and sustain interest?
c. Does she involve all students through active participation in the learning activity by providing proper
guidance and stimulation
d. Is she free from bias and subjective reactions in dealing with her students?
e. Does she cater to children’s curiosity and inquisitiveness?
f. Is she objective, just and fair in rating students?
g. Does she respect students opinions and ideas?
h. Does she inculcate values of humility and open-mindedness?
i. Is she punctual and does she keep accurate time?
j. Does she demonstrate caring-and sharing attitude?

J. Classroom Assessment

Progress in classroom work could be assessed through the following:

 1. Classroom observation and recording of:

a. Recitations
b. Seatwork
c. Volunteering
d. Review of homework
e. Active participation in learning activities
f. Question students ask

2. Interviews could reveal their difficulties as well as progress.

3. Short conferences conducted for the not-so-active groups

Classroom assessment techniques are useful in providing information on some areas that are sometimes
difficult to assess such as appreciation, originality and adaptiveness. They are valuable in inferring about
personal growth.
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