SOUTHERN LUZON STATE UNIVERSITY

PED 06-Asessment in Learning 1

VANESSA P. ESPINOSA
PED06 - Instructor
 Concepts and Relevance of Assessment
Assessment is the systematic basis for
making inferences about the learning and
development of students.
 Assessment
❖It is the process of defining, selecting,
designing, collecting, analyzing,
interpreting, and using information to
increase students' learning and
development.
 DEFINITIONS:
Various definitions of assessment and the role it plays
in teaching and learning:

1.Assessment involves the use of empirical data on student

learning to refine programs and improve student learning.
(Assessing Academic Programs in Higher Education by Allen
2004)
2. Assessment is the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of
what students know, understand, and can do with their knowledge as a
result of their educational experiences; the process culminates when
assessment results are used to improve subsequent learning.

(Learner-Centered Assessment on College Campuses: shifting the focus

from teaching to learning by Huba and Freed 2000)
3. Assessment is the systematic basis for making inferences
about the learning and development of students. It is the
process of defining, selecting, designing, collecting, analyzing,
interpreting, and using information to increase students' learning
and development. (Assessing Student Learning and
Development: A Guide to the Principles, Goals, and Methods of
Determining College Outcomes by Erwin 1991)
4. Assessment is the systematic collection, review, and use of
information about educational programs undertaken for the
purpose of improving student learning and development.
(Assessment Essentials: planning, implementing, and improving
assessment in higher education by Palomba and Banta 1999)
 Assessment
Assessment is a vital element in the curriculum
development process.
❖It is used to determine students' learning needs,
monitor their progress and examine their performance
against identified student learning outcomes.
As such, it is implemented at different phases of
instruction: before (pre- assessment); during
(formative assessment) and after instruction
(summative).
❖With the directive of the Commission on Higher Education
(CHED) to implement outcome-based education (OBE) across
all programs (CMD 46, s. 2012), it is imperative that educators
are aware of the emphasis of OBE in terms of assessment.
❖CHED defines OBE as an "approach that focuses and
organizes the educational system around what is essential for
all learners to know, value, and be able to do to achieve the
desired level of competence" (CHED, 2014, p.9).
❖CHED recognizes that OBE requires the use of appropriate
assessments especially non-conventional methods to measure
student performance.
At the micro-level, OBE begins with a clear-cut statement of
the learning outcomes what the students should know,
understand and be able to do. These intended learning
outcomes (ILOs) are the foundation for designing teaching
and learning activities [TLAS) and assessment tasks (ATS).

Biggs and Tang (2007) recommended a constructive alignment

of ILOS, TLAS and ATS. This means that the TLAS and ATS
should embody the target verbs specified in the ILOS. These
are cited and contained in the CHED Handbook (2014)
Purposes of Assessment
Assessment for Learning (AfL)
-Diagnostic or Formative
Assessment as Learning (AaL)
-Reflection and self-regulation
Assessment of Learning (AoL)
-Summative –done at the end of a unit
In view of assessment, Biggs and Tang (2007) asserted
that assessment tasks should provide evidences of
how learners can use acquired knowledge
academically and professionally in appropriate ways.

This is where authentic assessment would come in.

Authentic assessment provides tasks that enable
learners to solve real-life problems and situations.
1.Formulating Statements of Intended
Learning Outcomes
- statements describing intentions about what
students should know, understand, and be
able to do with their knowledge when they
graduate.
2. Developing or Selecting Assessment Measures - designing
or selecting data gathering measures to assess whether or not
our intended learning outcomes have been achieved. Includes
1.Direct assessments - projects, products, papers/theses,
exhibitions, performances, case studies, clinical
evaluations, portfolios, interviews, and oral exams - which
ask students to demonstrate what they know or can do
with their knowledge.
2.Indirect assessments - self-report measures such as
surveys - in which respondents share their perceptions
about what graduates know or can do with their knowledge.
3. Creating Experiences Leading to Outcomes
- ensuring that students have experiences both
in and outside their courses that help them
achieve the intended learning outcomes.

4. Discussing and Using Assessment Results

to Improve Teaching and Learning - using the
results to improve individual student
performance.
The Assessment Cycle

Westminster has translated these

fundamental components into an
assessment cycle that includes four
stages: Plan-Do-Check-Act.
•Plan - What do I want students to learn?
This stage includes the first fundamental component of assessment:
Formulating Statements of Intended Learning Outcomes
•Do - How do I teach effectively?
This stage includes the second and third fundamental components:
Developing or Selecting Assessment Measures & Creating Experiences
Leading to Outcomes.
•Check - Are my outcomes being met?
This stage involves evaluation of assessment data (part of the fourth
component).
•Act - How do I use what I've learned?
This stage involves reinforcing successful practices and making
revisions to enhance student learning (part of the fourth component).
 What are the roles of
assessment used in
instructional process?
1. To determine the students' entry behavior
2. To determine the objectives has been attained
or not
3. To determine students' strength and weakness
4. To rate the students' performance for the
purpose of giving grades
5. To improve teaching-learning process
MEASUREMENT, TESTING,
ASSESSMENT AND
EVALUATION
Measurement comes from the Old French word
measure which means "limit or quantity"
Basically, it is a quantitative description of an object's
characteristic or attribute.
In science, measurement is a comparison of an
unknown quantity to a standard.
There are appropriate measuring tools to gather
numerical data on variables such as height, mass, time,
temperature, among others.
In the field of education, what do
teachers measure and what
instruments do they use?
1. Teachers are particularly interested in determining how much
learning a student has acquired compared to a standard (criterion) or
in reference to other learners in a group (norm- referenced).
2. They measure particular elements of learning like their readiness
to learn, recall of facts, demonstration of specific skills, or their ability
to analyze and solve applied problems.
3. They use tools or instruments like tests, oral presentations, written
reports, portfolios and rubrics to obtain pertinent information.
Among these, tests are the most pervasive.
Testing is a formal, systematic procedure for gathering information
(Russell & Airasian, 2012).
A test is a tool comprised of a set of questions administered during a
fixed period of time under comparable conditions for all students
(Miller, Linn & Gronlund, 2009). It is an instrument used to measure
a construct and make decisions.
Educational tests may be used to measure the learning progress of a
student which is formative in purpose, or comprehensive covering a
more extended time frame which is summative.
For instance, a teacher can rate a student's
knowledge about history using a scale of
1 to 5.
Subjective types of measurement are useful
especially in quantifying latent variables like
creativity, motivation, commitment, work
satisfaction, among others.
❖Tests are the most dominant form of assessment.
❖The issue concerning its effectiveness to measure
and effectively evaluate learning is resolved if
questions target and reflect learning outcomes and
covers the different learning domains.
❖Tests are traditional assessments. They may not be
the best way to measure how much students have
learned but they still provide valuable information
about student learning and their progress.
 A test is a form of assessment. It is a formal,
systematic, procedure for measuring a learner’s
knowledge, skills, or abilities, administered
under certain conditions.
( manner and duration).
 Types of Tests

For a long time, tests had been an integral part of

education. However, it is important to note that it is not the
end-all and be-all of education.
Nonetheless, we acknowledge its significance as source of
information in helping teachers provide the best learning
experience for their students.
There are several typologies of tests. The successful use of a test
depends on the purpose and the construct to be measured.
1. An objective test cannot be used to gather opinions or
determine students' position on a social issue.
2. An oral test cannot be used to ascertain the writing skills of
students.
3. Personality test cannot appropriately diagnose learning
disabilities.
An understanding of the types of tests is beneficial to get the most
out of them.
According to :
1. Mode of Response
2. Ease of Quantification of Response
3. Mode of Administration
4. Test Constructor
5. Mode of Interpreting Results
6. Nature of Answer
1. According to Mode of Response
A. Oral test
B. Written test
C. Performance test
1. According to Mode of Response
A. Oral test- answers are spoken
B. Written test- through a writing task
C. Performance test- demonstrate skills
or ability to perform specific actions
2. According to Ease of Quantification
of Response:
A. Objective test- can be corrected and
quantified quite easily
Ex: True-false, multiple choice,
completion and matching items
B. Subjective test
- restricted and extended-response
essays
-not easy to check
-influences by personal opinion or
judgment by person doing the scoring
3. According to Mode of Administration:
A. Individual test
B. Group test
3. According to Mode of Administration:
A. Individual test
-given to one person at a time
Ex: pupils with learning disabilities
B. Group test
- administered to a class of students or
group examinees simultaneously
4. According to Test Constructor
A. Standardized tests
B. Non-standardized test
4. According to Test Constructor
A. Standardized tests
- are prepared by specialists who
are versed in the principles of
assessment
Ex: multiple choice items
4. According to Test Constructor
B. Non-standardized test
-are prepared by teachers who
may not be adept at the principles
of test construction
Ex: teacher-made tests
5. According to Mode of
Interpreting Results:
A. Norm-referenced interpretations
B. Criterion- referenced
interpretations
5. According to Mode of
Interpreting Results:
A. Norm-referenced interpretations
-evaluative instruments that measure a student’s
performance in relation to the performance of a group on
the same test
Ex: teacher-made survey test
interest inventories
5. According to Mode of Interpreting Results:
B. Criterion- referenced interpretations
- compare a student’s knowledge and skills against a predetermined standard cut score, or
other criterion
-the performance of other students does not affect a student’s score
-describe each student’s performance against an agreed upon or pre-established criterion
or level of performance
Ex: mastery test
-the cut score is used to determine whether or not a student has achieved mastery of a
given unit of instruction
- the methods for setting a cut score for a test vary, therefore making it somewhat
subjective
6. According to Nature of Answer
A. Personality tests
B. Achievement tests
C. Aptitude tests
D. Intelligence tests
E. Sociometric test
F. Trade or vocational test
6. According to Nature of Answer
A. Personality tests
-elicit information about a person’s motivations,
preferences, interests, emotional make-up, and style
of interacting with people and situations
B. Achievement tests
- examinee’s attainment of knowledge or skills
- measure students’ learning as a result of instruction
and training experiences
C. Aptitude tests
-measures student ability and predicts success in college
-determine a student’s potential to learn and do new
tasks
- “Is there a relationship between aptitude and achievement?”
- If an aptitude test is administered prior to instruction and
results of an achievement test are obtained after instruction,
then it can be investigated whether aptitude causes
achievement
D. Intelligence tests
-measure learners’ innate intelligence and mental
ability
- contain items on verbal comprehension,
quantitative, and abstract reasoning, among others
in accordance with some recognized theory of
intelligence
E. Sociometric test
-interpersonal relationships in a social group

F. Trade or vocational test

-individual’s knowledge, skills and competence in a
particular occupation
-theory test and a practice test
 Functions of Testing
A. Instructional Functions
B. Administrative Functions
C. Research and Evaluation
D. Guidance Functions
A. Instructional Functions
1. Tests facilitate the clarification of meaningful
learning objectives.
2. Tests provide a means of feedback to the
instructor and the student
3. Tests can motivate learning.
4. Tests can facilitate learning.
5. Tests are a useful means of overlearning.
A. Instructional Functions
1. Tests facilitate the clarification of meaningful learning
objectives.
- constructing tests-learning objectives
- teaching-learning activities and assessment tasks
provide mutual support
2. Tests provide a means of feedback to the instructor
and the student
-self-diagnosis
-assess own learning and performance
3. Tests can motivate learning.
-increases academic preparation and academic
achievement
4. Tests can facilitate learning.
-teacher’s feedback-improve in subsequent
performances
5. Tests are a useful means of overlearning.
-continued study, review, interaction or practice
of the same material after concepts and skills had
been structured
 B. Administrative Functions
1. Tests provide a mechanism of quality control.
2. Tests facilitate better classification and placement
decisions.
3. Tests can increase the quality of selection
decisions.
4. Tests can be a useful means of accreditation,
mastery or certification.
1. Tests provide a mechanism of quality control.
- school-strengths and weaknesses of its curricula

2. Tests facilitate better classification and placement

decisions.
-group students according to their level of ability
3. Tests can increase the quality of selection
decisions.
-select students for specific programs

4. Tests can be a useful means of accreditation,

mastery or certification.
-certifying knowledge and skills
- LET passers- eligible to practice their profession
C. Research and Evaluation
◦Tests are useful for program evaluation and
research
-effectiveness of new pedagogical techniques
-research on teaching and learning innovations
-effectiveness of technology-enhanced
learning
D. Guidance Functions
-Tests can be of value in diagnosing an individual’s
special aptitudes and abilities

Guidance
-understand abilities and interests
-advantage of educational, vocational and personal
opportunities
-school- learner’s scholastic aptitude, achievement,
interests and personality
Why is assessment
and evaluation
important in
education?
Assessment provides important data on the breadth
and depth of student learning.

Assessment is more than grading. It’s about

measuring the progress of student learning.

Thus, assessment is defined as a

“process of gathering data to better understand the

strengths and weaknesses of student learning”
Assessment and Learning
Assessment plays an important role in the process of
learning and motivation.
The types of assessment tasks that we ask our students
to do determine how students will approach the learning
task and what study behaviors they will use.
In the words of higher education scholar John Biggs,
“What and how students learn depends to a major extent
on how they think they will be assessed.” (1999, p. 141).
Given the importance of assessment for student learning, it is
important to consider how to best measure the learning that you
want your students to achieve.

Assessment should integrate grading, learning, and motivation for

your students.

Well-designed assessment methods provide valuable information

about student learning. They tell us what students learned, how well
they learned it, and where they struggled.
The most important purpose of assessment and
evaluation is to improve student learning.

Assessment and evaluations are important tools

for designing curriculum and instructional
approaches as per need of students.
What is evaluation
in assessment
process?
Assessment is feedback from the student to
the instructor about the student's learning.
Evaluation uses methods and measures to
judge student learning and understanding of
the material for purposes of grading and
reporting. It is carried out both by the teacher
and his/her students to uncover how the
learning process is developing.
A test is one form of assessment and refers to
procedures used to measure a learners' learning at
a specific point in time and often involves
collecting information in numerical form.
The test is a tool to measure the knowledge level
of your students and adjust the learning material
accordingly.
A test is one which tests the knowledge level of
the students.
True or False
If False, explain in two to three sentences why they are incorrect.
1. Assessment data provide a basis for evaluative decisions and
policy formulation to sustain or improve the program and adapt to
emerging needs.

2. Assessment provides information about students’ achievements

which in turn reflect the quality of education being provided by the
school.

3. Evaluation comes in after the data had been collected from an

assessment task.
4. Tests are a form of assessment.
5. Student’s work should always be given a grade or mark.
6. Assessment is the responsibility of program
coordinators/supervisors.
7. Assessment is imposed on teachers by the school and
accrediting agencies.
8. Formative assessment is a kind of test teachers use to find
out what their students know.
9. Instruction informs assessment but not the other way
around.
10. Assessment is an average of performance across a
teaching period.
Thank you for
listening!