ASSESSMENT IN

LEARNING I
TOPICS;
A. What is Educational Assessment?
1. Basic Principles
2. Types of Assessments
- Assessment for learning
- Assessment as learning
-Assessment of learning
3. Users of educational assessment
B. Common Terminologies
1. Measurements
2. Testing
-Standardized testing
-High stakes testing
3. Evaluation
4. Types and distinctions of tests
TOPICS;
C. High Quality Assessment Components
1. Clear Purpose
2. Clear and appropriate targets
3. Appropriate methods
4. Adequate sampling
5. Objectivity
D. Recent Trends and Focus
1. Accountability and fairness
2. Standards-based education
3. Outcome-based education
4. Item Response Theory
A. What is Educational Assessment?

- Educational assessment is the process

of collecting, analyzing, and interpreting
information about students’ knowledge, skills,
abilities, and attitudes to determine how well
they are learning and to guide future
instruction.
Types of Assessment

- There are three main types of

assessment, each serving a different purpose
in the learning process: Assessment for
Learning, Assessment as Learning, and
Assessment of Learning. Here's an
overview of each:
1. Assessment for Learning (AfL)

- to guide and improve learning.

- this type of assessment is conducted
throughout the learning process. It is used by
teachers to understand students' progress,
identify areas where they need more support,
and adjust teaching strategies accordingly. It
is often informal and ongoing.
-Assess student’s progress and learning
needs
- Student’s are involved in the assessment
process.
Examples:
- Quizzes: Quick quizzes to check
understanding of a recent lesson.
- Class Discussions: Teachers ask questions
to gauge students' grasp of the material.
- Observations: Watching students as they
work to identify who might need extra help.
2. Assessment as Learning (AaL)

- to encourage students to take

responsibility for their own learning.
- in this type of assessment, students
actively participate in their own assessment
process. They reflect on their own progress,
set learning goals, and self-assess their work.
It promotes metacognition, where students
think about their own thinking.
- Assess student’s cognition about their
learning.
- Student’s are actively involved in
monitoring and assessing their learning.
Examples:

- Self-Assessment: Students review their

own work using a rubric to identify strengths
and areas for improvement.
- Peer Assessment: Students assess each
other’s work and provide feedback.
- Learning Logs: Students keep a journal of
what they’ve learned and reflect on their
learning strategies.
3. Assessment of Learning (AoL)

- to evaluate and certify learning.

- this type of assessment is used to judge
how much students have learned at the end
of a unit, term, or course. It is often used for
reporting and grading purposes and is
typically more formal.
- Assess what students have learned.
- Reveal student’s level of understanding.
- Student’s are not directly involved in the
assessment process.
Examples:

- Final Exams: Tests that cover the entire

content of a course.
- Standardized Tests: Assessments that
compare student performance across
different schools or districts.
- Cumulative Projects: A final project that
incorporates all the learning from a unit or
course.
Summary of Differences:
Assessment for Learning
-helps teachers and students
understand what needs to be done next to
move learning forward.
Assessment as Learning
-helps students reflect on and take
control of their learning.
Assessment of Learning
-provides a final measure of what
students have learned.
Each type of assessment plays a crucial role
in supporting student learning and helping
educators tailor instruction to meet students'
needs.
Users of Educational Assessment

-Users of educational assessment are

individuals or groups who utilize the
information gathered from assessments to
make decisions about teaching, learning,
and educational policies. Here are the key
users and how they use educational
assessments:
1. Teachers

-teachers use assessment data to

inform their instruction, identify students’
strengths and weaknesses, and adjust their
teaching strategies to better meet the needs
of their students. They also use assessments
to provide feedback to students and guide
their learning.

Example: A teacher might use quiz results to

determine if they need to review a particular
topic or move on to new material.
2. Students

-students use assessments to

understand their own learning progress,
identify areas where they need to improve,
and set goals for their learning. Assessments
can also help them recognize their strengths.

Example: After receiving feedback on an

essay, a student might focus on improving
their writing skills topic or move on to new
material.
3. School Administrators

-school administrators use assessment

data to evaluate the effectiveness of
educational programs, identify areas for
school improvement, allocate resources, and
make decisions about curriculum and
instruction.

Example: An administrator might analyze

standardized test scores to identify trends
and develop strategies for improving student
performance in certain areas.
4. Policy Makers

-policy makers at the district, state, or

national level use assessment data to shape
educational policies, allocate funding, and set
educational standards. They rely on large-
scale assessment data to make decisions that
impact schools and education systems.

Example: A policy maker might use

assessment results to support a decision to
implement a new reading program across
schools.
5. Curriculum Developers

-curriculum developers use assessment

data to create or revise educational materials
and programs. They analyze assessment
results to ensure that the curriculum meets
the needs of students and aligns with
educational standards.

Example: Based on assessment feedback, a

curriculum developer might adjust the
content of a science textbook to better
address areas where students typically
struggle.
6. Researchers

-educational researchers use

assessment data to study learning processes,
evaluate educational interventions, and
contribute to the body of knowledge on
effective teaching and learning practices.

Example: A researcher might use assessment

data to study the impact of a new teaching
method on student achievement.
Each of these users plays a crucial role in the
educational process, and their use of
assessment data helps to create a more
effective and responsive education system.
B. Common Terminologies
- In "Assessment in Learning 1," it's
important to understand common
terminologies that are frequently used. Here’s
an overview of these key terms:

MEASUREMENT

-the process of quantifying a learner's

performance, skills, knowledge, or attitudes
using specific instruments or tools, such as
tests or quizzes.
Example: A teacher measures a student’s
math ability by giving a quiz and assigning a
numerical score based on correct answers.

TESTING

-the administration of a set of questions or

tasks designed to measure a specific aspect
of a student’s knowledge or skills.

Example: A spelling test where students are

asked to spell a list of words correctly.
Standardized Testing

-tests that are administered and scored

in a consistent, or "standard," manner. They
are designed to measure the performance of
students across different locations and times,
allowing for comparison.

Example: The Admission Test, which are used

for college admissions in the Philippines.
(UPCAT)
High-Stakes Testing

-tests that have significant consequences

for the test-taker, such as determining
graduation eligibility, college admission, or
teacher evaluation.

Example: A national examination that

students must pass to graduate from high
school.
EVALUATION

-the process of interpreting and making

judgments about students’ performance or
the effectiveness of educational programs
based on the data gathered from
assessments.

Example: A teacher evaluates students’ final

project presentations to assign grades based
on a rubric.
Types and Distinctions of Tests

-there are various types of tests, each

serving different purposes and focusing on
different aspects of learning.

*Diagnostic Tests
-to identify students' existing knowledge,
skills, strengths, and areas for improvement
before instruction begins.

Example: A pre-test given at the start of a

unit to see what students already know about
the topic.
*Formative Tests
-to monitor student learning and provide
ongoing feedback that can be used by teachers
to improve instruction and by students to
improve their learning.

Example: Weekly quizzes or classroom

activities that inform the teacher about
students' understanding of the material.

*Summative Tests
-to evaluate student learning at the end
of an instructional period by comparing it
against a standard or benchmark.

Example: A final exam at the end of a semester

that covers all the material taught.
*Norm-Referenced Tests
-to compare a student’s performance to a
group norm or average. These tests rank
students, often resulting in a percentile score.

Example: An IQ test, where a student’s score is

compared to a standard population.

*Criterion-Referenced Tests
-to measure student performance against a
fixed set of criteria or learning standards.

Example: A driving test where candidates are

assessed on their ability to meet specific
safety and procedural criteria.
Understanding these terminologies helps
in grasping the broader concepts and
processes involved in educational
assessment, ensuring that assessments
are used effectively to enhance learning
outcomes.
C. High Quality Assessment
Components

- High-quality assessments are essential

in ensuring that the evaluation of student
learning is accurate, fair, and useful. Here are
the key components of high-quality
assessments:
*Clear Purpose
-the assessment should have a well-defined
purpose that aligns with educational goals,
such as informing instruction, guiding student
learning, or evaluating program effectiveness.
Example: DepEd’s National Achievement Test
(NAT) is designed with a clear purpose, to
assess the academic performance of students
in key subjects like Math, English, and
Science. The results are used to evaluate the
effectiveness of the curriculum and guide
decisions on improving teaching strategies.
*Clear and Appropriate Targets

-the assessment should measure specific

learning targets or objectives that are clearly
defined and appropriate for the students'
level and subject matter.

Example: In DepEd’s K to 12 curriculum, each

grade level and subject area has specific
learning competencies. Assessments are
designed to target these competencies. For
instance, a Grade 4 English assessment might
target students’ ability to read and
comprehend texts at their grade level.
*Appropriate Methods
-the methods used for assessment should
be suitable for measuring the intended
learning targets, considering the nature of the
subject matter and the needs of the students.

Example: DepEd uses a variety of assessment

methods in classrooms, such as written tests,
performance tasks, and oral assessments. For
example, performance tasks in Science might
include experiments or group projects, which
are appropriate for assessing practical
understanding and application of scientific
concepts.
*Adequate Sampling
-the assessment should sample a sufficient
range of content and skills to provide a valid
and reliable measure of student performance.

Example: In quarterly exams, DepEd ensures

that tests cover a broad range of topics
taught during the quarter. This approach
provides a comprehensive evaluation of
students’ learning, rather than focusing on a
narrow set of skills or knowledge.
*Objectivity
-the assessment should be free from bias,
ensuring that all students are judged based
on their performance, not on subjective
factors.

Example: DepEd promotes the use of rubrics

for performance tasks, which provide clear
criteria for grading. This helps teachers
assess student work objectively, reducing
personal biases in grading. For example, a
rubric for an essay might specify points for
clarity, organization, and grammar, making
the assessment more consistent.
 In the context of DepEd, high-quality
assessments are designed with a clear
purpose, such as improving student
outcomes. They target specific learning
competencies outlined in the K to 12
curriculum. The assessment methods used
are appropriate for the subject and student
level, ensuring that a wide range of content is
sampled to give a comprehensive picture of
student learning. Rubrics and other objective
measures are used to ensure fairness and
consistency in grading.
 By integrating these components
into their assessments, DepEd aims to
provide a more accurate and
meaningful evaluation of student
learning, which in turn supports better
teaching and learning outcomes.
D. Recent Trends and Focus

- Recent trends and focuses in

assessment within "Assessment in
Learning 1" reflect shifts toward more
accountability, fairness, and
alignment with educational standards
and outcomes:
*Accountability and Fairness

-there is an increasing emphasis on

ensuring that assessments are fair to all
students and that schools and educators are
held accountable for student outcomes. This
includes eliminating biases in testing and
making sure that assessments accurately
reflect students' learning.
Example: DepEd’s implementation of the
"Learner Information System (LIS)" ensures
that all students' academic records are
tracked consistently. This system supports
fairness by ensuring that assessments and
outcomes are transparently recorded and
used to hold schools accountable for their
students' progress. Additionally, DepEd
promotes the use of standardized rubrics and
diverse assessment methods to
accommodate different learning styles and
reduce biases.
*Standards-based Education

-standards-based education involves

aligning curriculum, instruction, and
assessment with clearly defined academic
standards. Assessments are designed to
measure whether students meet these
standards.
Example: The K to 12 curriculum in the
Philippines is standards-based, with specific
learning competencies outlined for each
grade level and subject. DepEd ensures that
assessments, such as quarterly exams and
the National Achievement Test (NAT), are
aligned with these standards, measuring
whether students have achieved the
expected competencies at each stage of their
education.
*Outcome-based Education (OBE)

-OBE focuses on what students are

expected to achieve by the end of their
educational experience. Assessments are
designed to measure the achievement of
these outcomes, which are usually expressed
in terms of knowledge, skills, and attitudes.
Example (DepEd): In implementing OBE,
DepEd has shifted towards performance-
based assessments that align with specific
learning outcomes. For example, students
may be assessed through projects, portfolios,
or other forms of performance tasks that
demonstrate their ability to apply what
they’ve learned in real-world contexts. This
approach is evident in DepEd’s emphasis on
competencies in subjects like Technology and
Livelihood Education (TLE), where students’
practical skills are assessed as part of their
overall performance.
*Item Response Theory (IRT)

-IRT is a modern approach to designing and

analyzing assessments that takes into
account the difficulty of test items and the
ability levels of students. It provides more
precise measurements of student abilities and
is used to improve the quality of test items.
Example (DepEd): While IRT is a more
advanced statistical method, DepEd’s use of
data from large-scale assessments like the
NAT can be seen as a move towards more
sophisticated analysis of student
performance. Although IRT may not yet be
fully implemented across all assessments in
the Philippine educational system, DepEd’s
focus on data-driven decision-making and
improving test design reflects the principles
behind IRT. For example, DepEd may use data
to revise and improve test items for future
administrations of national exams.
DepEd’s approach to assessment reflects
these global trends by focusing on
accountability, ensuring fairness, aligning
assessments with educational standards, and
shifting towards outcome-based models. As
DepEd continues to develop its assessment
strategies, there is a growing emphasis on
using data and technology to ensure that
assessments are accurate, fair, and
meaningful. This focus helps to ensure that
students are being evaluated in ways that
truly reflect their learning and that the
education system is held accountable for
student outcomes.
Thank
you!