CITY COLLEGE OF CALAMBA

Calamba City, Laguna

Assessment of
Learning 1
MICHAEL L. MANGUBAT, LPT, MAEd
Junior Lecturer III

EDUC 202B Assessment of Learning 1

 Welcome to our
classroom!
Our classroom is a safe space
where we learn at our own
pace and encourage others
to do their best.
Chapter 1:
Preliminary
Concepts and
Recent Trends
Introduction
Assessment of Learning focuses on the development
and utilization of assessment tools to improve the
teaching-learning process. It emphasizes on the use of
testing for measuring knowledge, comprehension and
other thinking skills.
As part of the overall evaluation process, we need
specifically to find out if the learners are actually
learning (changing their behavior) as a result of the
teaching. This will show us whether the teaching has
been effective, which is ultimately the most important
issue.
Lesson Objectives:
At the end of the unit, the students will be able to:
1 explain the basic concepts and principles in educational assessment;
discuss the role of assessment in making instructional decisions to improve
2 teaching and learning;
reflect on and discuss the applications and implications of assessment to
3 teaching and learning;
4 differentiate measurement, test, assessment, and evaluation;

5 explain the high-quality assessment components; and

6 discuss recent trends and focus on assessment.

 Pre-Test
Matching type: Match Column A on the phrases on Column B.
Column A Column B
Assessment as A. Paper and Pencil Test
Objective Measurement B. Assignment of a number to objects or things
Assessment of C. Formative Assessment
Traditional Method D. Making judgment on the worth of value or something
Subjective Measurement E. Self-assessment
Assessment for F. Summative Assessment
Diagnostic Test G. Given at the end of the course
Evaluation H. Test results are used for instructional decision making
High Stakes testing I. Determines student’s strengths and weaknesses
Achievement Test J. Measurement done through test or examination
Measurement K. Based on personal opinion
Basic Concepts in Assessment

1
explain the basic concepts and
principles in educational
assessment;
 Assessment is a method of gathering your
Assessment school performance data that aims to collect
information to specify and verify problems
concerning your learning achievement. Thus,
your teacher can make decisions regarding
your learning performance. It is essentially
taking a sample of what you do, making
inferences, and estimating the worth of your
actions manifested in your tests, written works,
journals, portfolios, and other learning tasks.
(Navarro, et al., 2017).
There are various
approaches to
assessment which
you need to know
Approaches to Assessment
Assessment FOR
Learning

Assessment OF
Learning

Assessment AS
Learning
 ❑ This is being used by the teacher to find out the
Assessment
extent of what you know and what you can do and
FOR thereby see the gaps in learning that you might
Learning have.
❑ Teacher creates assessments that will determine if
the intended learning targets are achieved by you
and to address the gaps that occur during the
process of your learning formation.
❑ This is also referred as formative assessment; wherein
its result serves as a proof that you have achieved
the desired learnings targeted by your teacher.
It is with the used of questioning, quizzes, and other means which
are useful and essential in curriculum design and instruction.
It may also include pre-test and post-test.
Assessment
OF
Learning
❑ It is usually given towards the end of a
course or a unit in a semestral term.

❑ It is being done to determine if you have

achieved the instructional goals and for your
teachers to give you an equivalent mark or
grade.

What is the best example for this?

Your mid-term or final examinations.
Assessment
AS ❑ Its main focus is on how you efficiently
Learning manage your own learning. It gives
important emphasis on metacognition (an
awareness of one's thoughts and processes).

❑ It assumes that learning is not only about someone

who is knowledgeable in transferring ideas to
someone who is not. It means that you, as students,
should not only be passive learners but should be
actively engaged in your own learning.

You must also acquire the mastery to monitor what you are
learning and use what you have discovered from that monitoring.
Classification of
Assessment
Methods
 Classification of Assessment Methods

Traditional Method Constructed

➢ Generally, it refers to the written Response
test or the paper-and-pencil test.
➢ This type of test usually relies on Short Answer Completion
rote memorization of facts.
Essay-
Problem
Restricted or
Solving
non-restricted
Selected Response

Multiple Alternate Matching

Choice Response type

EDUC 202B | ASSESSMENT OF LEARNING 1

 Classification of Assessment Methods

Authentic Method
Product Performance
➢ Involves the
demonstration of your
Performance
actual performance of Output Tasks
what you have learned
from the class. Visual like Role play
scrapbook, Public speaking
➢ It is mostly preferred by portfolio Dance
many in evaluating the collage Presentation
students’ achievement.

EDUC 202B | ASSESSMENT OF LEARNING 1

REFLECT ON THIS:
Why is there a need for
assessment?
What are its purposes?
 Purposes of
Assessment
 The different purposes of assessment
a) to provide feedback to students; and
b) to serve as diagnostic tool for
Assessment instruction.

“Was the instruction effective?”

“Did the students achieve the
intended learning outcome?”
 Purposes of Assessment
predict success in your future
inspire and motivate you to employment
focus on your study
provide feedbacks for your
provide feedbacks to lecturer/s
improve learning
help improve out methods of
diagnose strength and teaching
weaknesses
make the course appear
help you develop your skills creditworthy to other institutions
of self-assessment and employees
provide a profile of what you help you select future
have learned courses
determine if you are
help you acquire license to
capable of receiving a
practice profession
passing or failing mark
Test and
Testing
 Testing
• It is an organized method of obtaining information
from your progress in terms of knowledge, skills,
behavior, and aptitude by exposing you to a
particular set of questions to obtain a score.
• It is used to interpret whether you have or have not
achieved the learning targets and competencies set
by your teacher.
 Testing is one of the different
methods used to measure
the level of performance or
achievement of the learners.
Test is formal and Test and
systematic instrument,
usually paper and pencil Testing Testing also refers to the
administration, scoring, and
procedure designed to interpretation of the
assess the quality, ability, procedures designed to get
skill or knowledge of the information about the extent
students by giving a set of of the performance of the
question in uniform manner. students.

A test is one of the many Oral questionings,

observations, projects,
types of assessment
performances and portfolios
procedure used to gather
are the other assessment
information about the
processes that will be
performance of students discussed later in detail.
 Categories
and types of
Tests
 Categories of Tests

Standardized Testing
✓The same test is uniformly administered to
all students which means the questions,
the allotted time, and the mode of scoring
are all the same.
a) College Admission Test
b) Aptitude Test
c) International Comparison Test
d) Psychological Test

EDUC 202B | ASSESSMENT OF LEARNING 1

 Categories of Tests

High Stakes Testing

A man-made test which utilized the test results for important
judgment or decision concerning the following matters:
✓ Students getting promoted to the next grade level
✓ Students receiving a high school diploma
✓ Accreditation of schools
✓ Financial incentives for schools based on students' test
performance on high-stake
✓ Principal and teachers being reassigned to other school
as promotion
✓ Hiring employees/teachers in an organization

EDUC 202B | ASSESSMENT OF LEARNING 1

 Diagnostic
Test

Aptitude
Test
Types Placement
Test
of Test

Achievement Proficiency
Test Test
 It is used to determine your individual difficulties
Diagnostic by knowing your strengths and weaknesses prior
Test to instruction so proper intervention can be
done by your teacher.
Types It is a test intended to assess your knowledge or
of Test Placement
Test
capability in different subjects to assign you to
fitting courses or classes.

Proficiency It is designed to gauge your insight and

Test capacity in a language.

Achievement It is a test given at the end of a course to assess

Test if you can achieve the course objectives.
It is intended to evaluate your capacity, of what
Aptitude you can do, and what you can achieve in your
Test learning to determine how well you perform in
the future.
Measurement
and Its Types
 It is a process of quantifying or assigning number to
Measurement * the individual’s intelligence, personality, attitudes
and values, and achievement of the students.

Example:
When a teacher gives scores to
the test of the students

Numerical values are used to represent the

performance of the students in different subjects.
 ✓ It is the assignment of a quantitative description
Measurement of the pupils'/learners' performance.
✓ The most common example in classroom is when
your teacher administers a quiz test or term
examinations and gives a score.
✓ On the other hand, when we measure objects,
we use some standard instrument to find out the
length, mass, temperature, degree, behavior,
and other things that we would like to find out.
Such instruments may be a ruler, scale,
thermometer, pressure gauge, etc.
 Types of Measurement
Objective Subjective
(as in testing) (as in perceptions)
✓ Are those that reveal ✓ Indicates measures
nearly the same results concerning the actual
even if it is done experience of an
repeatedly. individual, his feeling or
✓ It involves impartial emotions, and opinions
measurement and to that are commonly
determine the subject to
objectivity of a measure, disagreement.
one needs to assess its
reliability.
Evaluation
 It is the process of judging the
quality of what is good Evaluation
and what is desirable.
Teachers
evaluate how
well or to what
extent the It is the comparison of data
students attained to a set of standard or learning
the instructional criteria for the purpose
outcomes. of judging the worth
or quality.
 ✓ Involves judging or deciding about the quality of your
school performance for your teacher to implement a
possible course of action.

Evaluation When your assessment information is collected,

synthesized, and thought about, your teacher is in a
position to judge the quality of your performance
and what classroom course of action should be
done or what action is most appropriate.

✓ Further, Patton (1987) defined evaluation as a process which

involves gathering of information and uses the results to
analyze and judge the value and worthiness of something.
✓ It critically examines a program and make judgment to
improve its effectiveness for use in planning and
programming decisions.
 ✓ It includes both qualitative and quantitative
description of your class performance plus
value judgment concerning the desirability
Evaluation of the performance.
✓ Evaluation may result to acceptance,
dismissal, or amendment of what has been
evaluated.
 Role of Assessment

2
discuss the role of assessment in
making instructional decisions to
improve teaching and learning;
Role of assessment in making instructional decisions
to improve teaching and learning;
➢ Assessment plays a central role in making
instructional decisions that improve teaching and
learning. Through the data gathered from various
assessments, teachers can:
❑ Adjust lesson plans and pacing.
❑ Provide targeted feedback and
interventions.
❑ Differentiate instruction to meet diverse
learning needs.
❑ Continuously reflect on and improve
teaching methods.
By using assessment as an ongoing tool for
reflection and adaptation, educators can
ensure that their teaching is responsive,
effective, and focused on improving
student learning outcomes.
This cycle of assessment, reflection, and
adjustment leads to a dynamic, student-
centered learning environment that fosters
growth and achievement for all learners.
 Measurement, Test,
Assessment, and Evaluation
4

differentiate measurement, test,

assessment, and evaluation;
 Evaluation

Assessment Purpose of Evaluation

Testing Measurement Decision

Judgment on
Making

Quantitative Student Curriculum

Formative
Data Progress Design

Test Scores / Program Instructional

Summative
Grades Effectiveness Adjustments
Applications and Implications

3
reflect on and discuss the applications
and implications of assessment to
teaching and learning;
 Applications and Implications of
Assessment to Teaching and Learning
The applications and implications of assessment in teaching and learning are
crucial for both understanding student progress and improving the
educational process.
Assessments serve as both a tool for measuring what students
know and a guide for improving teaching practices.
Here is an in-depth look at how assessments apply to teaching
and learning, along with their wider implications:
❑ Ensuring Accountability
❑ Fostering Equity in Education
❑ Promoting Transparent Expectations
❑ Encouraging Reflection and Continuous Improvement
❑ Supporting Long-Term Learning and Development
❑ Impacting Curriculum Design
 Assessments are an integral part of the teaching
and learning process, providing valuable insights
for both students and educators. They help
identify student strengths and weaknesses, guide
instructional decisions, foster self-regulation, and
ensure accountability.
By carefully considering the applications and
implications of assessment, educators can create
more effective, equitable, and engaging
learning experiences that support student
success and promote continuous improvement
in teaching practices.
High-quality Assessment

explain the high-quality

assessment components; and
 High Quality Assessment
❑ It provides reliable and valid data to inform all users and
stakeholders, including teachers and parents, about
how well students have learned and what further
instruction is needed.

❑It is an opportunity for learners to bring together

key learning and skills to carry out the assessment
task/s.
This could be in the form of a poster, a report,
an essay, a talk/discussion, a performance,
a problem-solving task etc.
 Principles of High-Quality Assessment

➢Clear Purpose
➢Clarity of Learning Targets
➢Appropriateness of Assessment
Methods
➢Adequate Sampling
➢Objectivity
➢Accountability and Fairness
 Principles of High-Quality Assessment

➢Clear Purpose
A good assessment
should have a clear
purpose and goal.

A question like
“why are we assessing the students for”,
“What is it intended for”
should come to mind and establish.
 Principles of High-Quality Assessment

➢Clarity of Learning Targets

It involves specifying clear
learning objectives which
involve showing what you
know and can do and
how your performance will
be judged.
 Principles of High-Quality Assessment

➢Appropriateness of
Assessment Methods
Choosing the right assessment
methods which should match
the identified learning targets
will provide quality assessment.
 Principles of High-Quality Assessment

Teachers obtain information

regarding the success of their
instruction by observing their pupils'
classroom performance.

➢Adequate Sampling It is necessary that a teacher should

consider varied assessment
strategies to determine sufficient
information if the targeted learnings
are achieved by the students.
 Principles of High-Quality Assessment

The objectivity of a test can be determined if the same tests,

used by examiners, yield the same scores.

After the key has been prepared, there should be no

question as to whether an item is right or wrong, partly
right or partly wrong.
➢Objectivity
 Principles of High-Quality Assessment

Accountability in assessment requires • Timely Feedback.

• Data-Driven Decision Making.
the use of the information obtained • Transparent Goals and
from assessment as a basis to validate Benchmarks.
or modify the behavior of the student
and educator.
A fair assessment is not biased and
non-discriminatory to the performance
of students.
➢Accountability and Fairness
Recent Trends and Focus on
Assessment in Education
6

discuss recent trends and focus

on assessment.
 Recent Trends and Focus on Assessment
in Education
➢Technology Integration
➢Social-Emotional Learning (SEL)
➢Global and Cultural Competency
➢Competency-Based Education
➢Teacher Professional Development
➢Flexible Learning Environments
 Recent Trends and Focus on Assessment
in Education
➢Technology Integration
❑Continued integration
of technology into
classrooms, with a focus
on online learning,
educational apps, and
interactive tools.
 Recent Trends and Focus on Assessment
in Education

➢Social-Emotional Learning (SEL)

❑ Increased emphasis on social-
emotional learning to support
students’ well-being.

❑ SEL programs focus on developing

skills and recognizing the
importance of emotional
intelligence in academic success.
 Recent Trends and Focus on Assessment
in Education

➢Global and Cultural Competency

❑ Schools are incorporating
diverse perspectives into
curricula, fostering cross-
cultural understanding, and
preparing students for a
globalized world.
 Recent Trends and Focus on Assessment
in Education
❑ A shift towards competency-based
education, focusing on students mastering
specific skills rather than adhering strictly to
grade levels. This approach allows for more
personalized and flexible learning pathways.

➢Competency-Based Education
 Recent Trends and Focus on Assessment
in Education

➢Teacher Professional Development

❑ Increased investment in teacher professional
development to enhance instructional strategies,
technology integration, and adaptability to changing
educational landscapes
 Recent Trends and Focus on Assessment
in Education
❑ Adoption of flexible learning
environments that accommodate
different learning styles.
❑ Schools are creating versatile
spaces, incorporating movable
furniture, and utilizing outdoor
classrooms to support diverse
teaching methods.
➢Flexible Learning Environments
Any Questions?
Clarifications?
Suggestions?
Activity
Time!
Answer the following questions.
1. Explain Assessment of, Assessment for, Assessment
As and give examples. (20 pts)
2. Discuss the role of assessment in making
instructional decision. (20 pts)
3. Using a concept map, illustrate the
relationships of Test, Measurement,
Assessment, and Evaluation.
Write a short paragraph explaining
your answers. (20 pts)