UNIT 1 1.

​ The process of collecting and organizing

Preliminary Concepts and Recent Trends quantitative data into a format that can
be understood and used as a foundation
Introduction for making judgments or decisions.
2.​ It encompasses all the strategies and
The PPST highlights the need for teachers to activities teachers use to support
master assessment strategies aligned with the student learning and assess student
K-12 curriculum, transitioning from traditional progress.
tests to performance-based methods. 3.​ It is a prerequisite for evaluation,
Assessment is crucial for improving learning, providing the necessary information for
teaching, and management, requiring the evaluation process to occur.
continuous teacher development. (Department
of Education - Teacher Education Council, 2017). Evaluation (The interpretation and judgment of
assessment data to determine the quality of
student performance or the effectiveness of
Basic Concepts in Educational Assessment
instruction. It helps in decision-making about
a.​ Measurement
changes in teaching or learning.)
b.​ Assessment
1.​ A process of systematically interpreting,
c.​ Evaluation
analyzing, evaluating, or making
d.​ Test
judgments about the value of organized
e.​ Testing
data to inform decision-making.
2.​ It refers to the process of carefully
analyzing and interpreting a set of
Measurement (The process of assigning
organized data or evaluating the quality
numerical values to specific traits or attributes
of students' behavior or performance.
of students based on predefined rules. It
3.​ It involves making judgments about the
quantifies learning using tools like tests and
need for changes in students' progress
rating scales.)
or outcomes.
1.​ A method of measuring the extent to
which someone or something exhibits a
Test (A specific tool used to measure a student's
specific trait, such as a quality,
ability, knowledge, or skills in a particular
characteristic, or feature.
subject. It consists of structured items designed
2.​ The process of assigning numerical
to assess learning outcomes.)
values to particular attributes of people,
1.​ A tool created to assess a specific
objects, or events based on predefined
characteristic, quality, ability,
rules to generate a ranking that
knowledge, or skill.
indicates how much of the attribute
2.​ It consists of items related to the area it
each individual possesses.
is intended to measure.
3.​ The process of quantifying what
3.​ It can vary in terms of function, content,
students have learned through tests,
format, administration methods,
questionnaires, rating scales, checklists,
procedures, scoring, and interpretation.
and other assessment tools.
Testing (The act of administering a test and
Assessment (The broader process of gathering
using its results to determine student progress,
and organizing data about student learning
such as eligibility for promotion or need for
through various strategies. It helps teachers
remediation.)
track progress and inform instructional
-​ It is defined as the process of
decisions.)
administering tests and using the results
 to decide whether students are eligible often standardized tests.
for promotion to the next grade or year
level, or if they must repeat the same High-Stakes Assessments
grade or year level and review the same Significant assessments with high
lessons. (Calmorin, 2011) consequences, such as college qualifying and
entrance exams.
Modes of Assessment According to their
Degree of Authenticity Performance-Based Assessments
Evaluations requiring students to demonstrate
Traditional skills and knowledge through practical tasks.
The objective paper-and-pen test which usually
assesses low level of thinking. This assessment certifies students' knowledge,
skills, and proficiency levels, indicating whether
Performance instructional goals have been met. Results,
A mode of assessment that requires an actual often expressed as grades, are shared with
demonstration of skills or creation of products students, parents, and stakeholders to inform
of learning. decisions and drive educational reforms.

Portfolio Assessment as Learning

A process of gathering multiple indication of 1.​ Self-Assessment
student progress to support course goals in Students reflect on their learning and identify
dynamic, on going and collaborative progress. areas for improvement.
2.​ Peer Assessment
Assessment for Learning Students provide feedback to one another,
1.​ Placement fostering collaboration and learning.
Conducted before instruction, this assessment 3.​ Collaborative Assessment
identifies students' needs, guiding teachers in Students work together to evaluate their
planning relevant lessons. It helps teachers learning, promoting a shared understanding.
understand students' prior knowledge and
places them in appropriate learning groups to Standards for Teacher Competence in
enhance teaching and learning. Educational Assessment of Students
2.​ Formative (Developed by the American Federation of
Conducted before and during instruction, this Teachers National Council on Measurement in
assessment allows teachers to continuously Education National Education Association)
monitor students' progress toward learning
objectives. Results are promptly shared with 1.​ Teachers should be skilled in choosing
students, helping them understand their assessment methods appropriate for
strengths, weaknesses, and learning progress. instructional decisions.
3.​ Diagnostic 2.​ Teachers should be skilled in developing
Conducted before instruction, this assessment assessment methods appropriate for
identifies persistent learning difficulties and instructional decisions.
their underlying causes. It informs the 3.​ The Teacher should be skilled in
development of targeted remedial instruction administering, scoring and interpreting
plans. the results of both externally-produced
and teacher-produced assessment
Assessment of Learning methods.
Summative Assessments 4.​ Teachers should be skilled in using
Final evaluations at the end of a unit or course, assessment results when making
 decisions about individual students,
planning teaching, developing
curriculum and school improvement.
5.​ Teachers should be skilled in developing
valid student grading procedures which
use student assessment.
6.​ Teachers should be skilled enough in
communicating assessment results to
students, parents, other lay audiences
and other educators.
7.​ Teachers should be skilled in recognizing
unethical, illegal and otherwise
inappropriate assessment methods and
uses of assessment information.

Users of Educational Assessment

1.​ Teachers
Use assessment data to inform instruction and
tailor learning experiences.
2.​ Students
Gain insights into their own progress, identify
areas for growth, and take ownership of their
learning.
3.​ Parents
Receive information about their child's
academic progress and participate in their
educational journey.
4.​ Administrators
Monitor school-wide performance and identify
areas for improvement in curriculum and
resources.