SSE 115: Assessment in Social Studies CHAPTER 1

SSE 115: Assessment and Evaluation in Assessment

Social Science
- From the Latin word assidere which
means “to sit beside another.”
- Assessment is generally defined as the
Welcome to SSE 115: Assessment and
process of gathering quantitative and/or
Evaluation in Social Sciences. This equip
qualitative data to make decisions.
you with the essential knowledge skills to
- Involves gathering, analyzing, and
effectively assess and evaluate student
interpreting data about students'
performance in social sciences.
learning. It includes both the
measurement of their performance and
the interpretation of the results.
The Nature of Education Assessment - Assessment in learning is vital to the
An Introduction educational process similar to
curriculum and instructions. Schools and
teachers will not be able to determine
the impact of curriculum and instruction
Learning Objectives:
on students or learners without
1. compare the difference among assessing learning.
measurement, assessment and evaluation;
What are examples of Formative
2. discuss the principles of assessment; Assessment?

3. explain the need and purpose of What are examples of Summative

evaluation; and Assessment?

4. discuss the characteristics of modern Evaluation

educational assessment, students’ progress
- Evaluation refers to the process of
and performance.
making judgments based on
assessment data to determine the
quality, value, or effectiveness of
Why do we need to conduct assessment? something (e.g., a student's work, a
Review teaching method, or an entire program).
- Two broad categories: formative and
Define: Measurement, Assessment, and summative evaluation
Evaluation
To summarize, we measure height,
distance, weight; we assess learning
Measurement outcome; we evaluate results in terms of
some criteria or objectives.
- Measurement is the process of
determining or describing the attributes
or characteristics of physical objects,
skills, or knowledge in terms of quantity.
- Fors instance, knowledge of the subject
matter is often measured through
standardized test result. (Navarro, et. al.
2019)
- Measurement refers to the process of
collecting data or quantifying student
performance, typically through specific
tools like tests, quizzes, or other
instruments.
SSE 115: Assessment in Social Studies CHAPTER 1

“Assessment is the bridge between teaching - Assessment should be performed using

and learning.” – Unknown a variety of strategies and tools
designed to assess student learning in
holistic way. Assessment should be
What are the different principles in conducted in multiple periods to assess
assessing learning? learning over time.

1. Assessment should have a clear purpose 7. Assessment requires appropriate

measures.
- Assessment starts with a clear purpose.
The methods used in collecting - For assessment to be valid, the
information should be based on this assessment tools or measures used
purpose. The interpretation of the data must have sound psychometric
collected should be aligned with the properties, including, but not limited to,
purpose that has been set. validity and reliability.
- Appropriate measures also mean that
2. Assessment is not an end in itself learners must be provided with
- Assessment serves as a means to challenging but age – and context-
enhance students learning. It is not a appropriate assessment tasks.
simple recording or documentation of 8. Assessment should be authentic as
what learners know and do not know. possible.
Collecting information about student
learning, whether formative or - Assessment tasks or activities should
summative, should lead to decisions that closely, if not fully, appropriate real-life
will allow improvement of the learners. situations or experiences. Authenticity of
assessment can be thought of as a
3. Assessment is an ongoing, continuous, continuum from least authentic to most
and a formative process. authentic, with more authentic tasks
- Assessment consists of a series of tasks expected to be more meaningful for
and activities conducted over time. It is learners.
not a one-shot activity and should be
cumulative. Continuous feedback is an
important element in assessment. Characteristics of Modern Educational
Assessment
4. Assessment is learner-centered
Introduction
Assessment is not about what the teacher
does but what the learner can do.  The traditional education system is
Assessment of learners provides teachers outdated and needs a serious upgrade!
with an understanding of how they can  This type of education system merely
improve their teaching, which corresponds focuses on scoring good marks rather
to the goal of improving student learning. than learning actual skills or gaining any
practical knowledge.
5. Assessment is both process – and  Due to the traditional education system,
product-oriented the problem of unemployment is getting
- Assessment gives equal importance to worse. To avoid this problem, schools
learner to performance or product and and colleges need to switch to an
process they engage in to perform or Outcome Based Education System.
produce a product.
6. Assessment must be comprehensive and What is Outcome-Based Education?
holistic.
SSE 115: Assessment in Social Studies CHAPTER 1

 Outcome-based education focuses on and whether they were able to achieve

results rather than learning processes. the curriculum outcomes. It is generally
Students are given clear objectives and summative in nature.
regular evaluations of progress, and
they receive personalized feedback on
how well they have achieved those
goals.
 The key to success in outcome-based 02 Assessment FOR Learning
education is clarity, for both teachers - Identify the needs of learners in order to
and students to understand what’s modify instruction or learning activities in
expected of them. Outcome-based the classroom. It is formative in nature
education aims to create a clear and it is meant to identity gaps in the
expectation of results that students must learning experiences of learners so that
achieve. Here, the outcome includes they can be assisted in achieving the
skills, knowledge and attitude. curriculum outcomes.
 In addition to understanding what’s
expected, outcome-based education
also encourages transparency. The 03. Assessment AS Learning
basic principle of outcome-based - Refers to the use of assessment to help
education is that students must meet a learners become self-regulated. It is
specific standard to graduate. Hence, no formative in nature and meant to use
curve grading is used in outcome-based assessment tasks, results, and feedback
education, and instead, teachers are to help learners practice self- regulation
free to experiment with any methodology and make adjustments to achieve the
they feel is best. curriculum outcomes.

The Outcome-Based Education

Characteristics:
1. It is student-centered i.e. it places
students at the center of the process by
focusing on Student Learning Outcomes
(SLO).
2. It is faculty-driven i.e. it encourages
faculty responsibility for teaching, assessing
program outcomes and motivating
participation from the students.
3. It is meaningful i.e it provides data to
guide the teacher in making valid continuing
data to guide the teacher in making valid
and continuing improvements in instruction
and assessment activities.

What is the purpose of classroom

assessment?
01. Assessment OF Learning
- to determine learners’ acquired
knowledge and skills from instruction