I.

ASSESSMENT IN LEARNING
The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task,
unit of work etc. “It is designed to provide evidence of achievement to parents, other educators, the
students themselves and sometimes to outside groups (e.g., employers, other educational institutions).”
Assessment of Learning is the assessment that becomes public and results in statements or symbols
about how well students are learning. It often contributes to pivotal decisions that will affect students’
futures. It is important, then, that the underlying logic and measurement of assessment of learning be
credible and defensible.”

Comments: > this kind of assessment learning is showing us that this is not test to use or rank our
learner, this is a practice on how we can level up our knowledge during the learning process or
discussion in order to assessment procedure.
The learner comply the assessment method to fulfill the knowledge that they learn during the
discussion that impose with the classroom.

Reaction: > a rationale for undertaking a particular assessment of learning at a particular point in time
Processes that make it possible for students to demonstrate their competence and skill

Critics: > In Assessment for Learning, teachers use assessment as an investigable tool to find out as
much as they can about what their students know and can do, and what confusions, preconceptions, or
gaps they might have. The wide variety of information that teachers collect about students’ learning
processes provides the basis for determining what they need to do next to move student learning
forward. It provides the basis for providing descriptive feedback for students and deciding on groupings,
instructional strategies, and resources. “Complex skills, such as monitoring and self-regulation, become
routine only when there is constant feedback and practice using the skills. Effective feedback challenges
ideas, introduces additional information, offers alternative interpretations, and creates conditions for
self-reflection and review of ideas…If all
feedback does is provide direction for what students need to do that is, the feedback doesn’t refer to
students’ own roles in moving forward to the next learning-they will perpetually ask questions like Is this
right? Is this what you want? Rather, feedback in assessment as learning encourages students to focus
their attention on the task, rather than on getting the answer right. It provides them with ideas for
adjusting, rethinking, and articulating their understanding, which will lead to another round of feedback
and another extension of learning.” https://curriculum.gov.mt/

II. ESSAY TEST

An essay test may give full freedom to the students to write any number of pages. The required
response may vary in length. An essay type question requires the pupil to plan his own answer and to
explain it in his own words. The pupil exercises considerable freedom to select, organise and present his
ideas. Essay type tests provide a better indication of pupil’s real achievement in learning. The answers
provide a clue to nature and quality of the pupil’s thought process.

That is, we can assess how the pupil presents his ideas (whether his manner of presentation is coherent,
logical and systematic) and how he concludes. In other words, the answer of the pupil reveals the
structure, dynamics and functioning of pupil’s mental life.
The essay questions are generally thought to be the traditional type of questions which demand lengthy
answers. They are not amenable to objective scoring as they give scope for halo-effect, inter-examiner
variability and intra-examiner variability in scoring. https://www.yourarticlelibrary.com/

Comments: using essay test that must be organize providing there answer a freedom to express the
answer related to the topic.

Reactions: > The essay tests are still commonly used tools of evaluation, despite the increasingly wider
applicability of the short answer and objective type questions, it how to access to represent their own
answer that provide the clue to nature and quality thought s process.

Critics: > a learner goal is to respond to the following questions in order to help the writer improve his
or her essay. Answer the following questions about the essay thoughtfully and in as much detail as
possible. You should write enough to fill all of the space provided. You may write more of your answer
regarding to the topic. An essay exam requires you to see the significance and meaning of what you
know. It tests your knowledge and understanding of the subject and your skill in reading and writing.

III. CLASSIFICATION OF ASSESSMENT

Classification techniques have been applied to many applications in various fields of sciences. There are
several ways of evaluating classification algorithms. The analysis of such metrics and its significance
must be interpreted correctly for evaluating different learning algorithms. Most of these measures are
scalar metrics and some of them are graphical methods. This paper introduces a detailed overview of
the classification assessment measures with the aim of providing the basics of these measures and to
show how it works to serve as a comprehensive source for researchers who are interested in this field.
This overview starts by highlighting the definition of the confusion matrix in binary and multi-class
classification problems. Many classification measures are also explained in details, and the influence of
balanced and imbalanced data on each metric is presented. An illustrative example is introduced to
show (1) how to calculate these measures in binary and multi-class classification problems, and (2) the
robustness of some measures against balanced and imbalanced data. Moreover, some graphical
measures such as Receiver operating characteristics (ROC), Precision-Recall, and Detection error trade-
off (DET) curves are presented with details. Additionally, in a step-by-step approach, different numerical
examples are demonstrated to explain the preprocessing steps of plotting ROC, PR, and DET curves.
https://www.emerald.com/

Comments: > The assessment method is a key factor in evaluating the classification performance and
guiding the classifier modeling. There are three main phases of the classification process, namely,
training phase, validation phase, and testing phase. The model is trained using input patterns and this
phase is called the training phase. These input patterns are called training data which are used for
training the model.

Reactions: > The classification performance is represented by scalar values as in different metrics such
as accuracy, sensitivity, and specificity. Comparing different classifiers using these measures is easy, but
it has many problems such as the sensitivity to imbalanced data and ignoring the performance of some
classes.
Critics: > During this phase, the parameters of a classification model are adjusted. The training error
measures how well the trained model fits the training data. However, the training error always smaller
than the testing error and the validation error because the trained model fits the same data which are
used in the training phase. The goal of a learning algorithm is to learn from the training data to predict
class labels for unseen data; this is in the testing phase. However, the testing error or out-of-sample
error cannot be estimated because the class labels or outputs of testing samples are unknown. This is
the reason why the validation phase is used for evaluating the performance of the trained model. In the
validation phase, the validation data provide an unbiased evaluation of the trained model while tuning
the model’s hyper parameters.

According to the number of classes, there are two types of classification problems, namely, binary
classification where there are only two classes, and multi-class classification where the number of
classes is higher than two. Assume we have two classes, i.e., binary classification, P for positive class and
N for negative class. An unknown sample is classified to P or N. The classification model that was trained
in the training phase is used to predict the true classes of unknown samples. This classification model
produces continuous or discrete outputs. The discrete output that is generated from a classification
model represents the predicted discrete class label of the unknown/test sample, while continuous
output represents the estimation of the sample’s class membership probability.

IV. ESTABLISHING TEST VALIDITY AND RELIABILITY

Again, measurement involves assigning scores to individuals so that they represent some characteristic
of the individuals. But how do researchers know that the scores actually represent the characteristic,
especially when it is a construct like intelligence, self-esteem, depression, or working memory capacity?
The answer is that they conduct research using the measure to confirm that the scores make sense
based on their understanding of the construct being measured. This is an extremely important point.
Psychologists do not simply assume that their measures work. Instead, they collect data to demonstrate
that they work. If their research does not demonstrate that a measure works, they stop using it.

As an informal example, imagine that you have been dieting for a month. Your clothes seem to be fitting
more loosely, and several friends have asked if you have lost weight. If at this point your bathroom scale
indicated that you had lost 10 pounds, this would make sense and you would continue to use the scale.
But if it indicated that you had gained 10 pounds, you would rightly conclude that it was broken and
either fix it or get rid of it. In evaluating a measurement method, psychologists consider two general
dimensions: reliability and validity. https://opentextbc.ca/researchmethods

Comments: > refers to the consistency of a measure. Psychologists consider three types of consistency:
over time (test-retest reliability), across items (internal consistency), and across different researchers
(inter-rater reliability) using that the measure to confirm that the score make sense based on their
understanding.

Reactions: > The very nature of mood, for example, is that it changes. This is as true for behavioral and
physiological measures as for self-report measures. So a measure of mood that produced a low test-
retest correlation over a period of a month would not be a cause for concern. Then a score is computed
for each set of items, and the relationship between the two sets of scores is examined.
Critics: > Psychological researchers do not simply assume that their measures work. Instead, they
conduct research to show that they work. If they cannot show that they work, they stop using them.
There are two distinct criteria by which researchers evaluate their measures: reliability and validity.
Reliability is consistency across time (test-retest reliability), across items (internal consistency), and
across researchers (interrater reliability). Validity is the extent to which the scores actually represent the
variable they are intended to.
Validity is a judgment based on various types of evidence. The relevant evidence includes the measure’s
reliability, whether it covers the construct of interest, and whether the scores it produces are correlated
with other variables they are expected to be correlated with and not correlated with variables that are
conceptually distinct.
The reliability and validity of a measure is not established by any single study but by the pattern of
results across multiple studies. The assessment of reliability and validity is an ongoing process.

V. GRADING AND REPORTING OF TEST RESULT

The purpose of a grading system is to give feedback to students so they can take charge of their learning
And to provide information to all who support these students—teachers, special educators, parents, and
Others. The purpose of a reporting system is to communicate the students’ achievement to families,
Post-secondary institutions and employers. These systems must, above all, communicate clear
Information about the skills a student has mastered or the areas where they need more support or
Practice. When schools use grades to reward or punish students, or to sort students into levels,
imbalances in power and privilege will be magnified and the purposes of the grading and reporting
Systems will not be achieved. This guide is intended to highlight the central practices that schools can
use. To ensure that their grading and reporting systems help them build a nurturing, equitable, creative,
and dynamic culture of learning. https://www.greatschoolspartnership.org/

Comments: > the purpose of the grading and reporting test is to communicate for getting clear
information regarding the skills of students has mastered during the practice, but we must magnified
the level of student using imbalances of their purpose of the grading and reporting .
The system that a school has developed to guide how teachers assess and grade student work.( grading
system ) The system that a school has developed for the organization of assignment scores in grade
books (either online or paper), and the determination of final grades for report cards and transcripts.
(Reporting System)

Reaction: > The key is for the faculty of a school to decide what information they want their grades to
convey, what gets counted, what process all teachers will use with fidelity, and to incorporate systems
that allow teachers to recalculate any grade they feel does not accurately reflect the student’s learning
and performance.

Critics: > The central challenge for all schools is to create a vibrant and supportive culture of learning. In
schools where this culture exists, the faculty believes they can teach all students to reach high standards
and have designed school-wide systems to help students get there. Grading and reporting systems can
play an important role in helping schools create this culture of high expectations and nurturing support.

In the work of making grading equitable, schools should initially shift culture through the tenets that
focus on classroom practice, rather than starting with a change of the symbols that will be used on
report cards. Begin redesign efforts by working on common scoring criteria, assessment design, and
calibration of scoring, opportunities for low-stakes practice and feedback, and systems of academic
support. Remember, the point of improving the grading system is to make grading fair, informative, and
transparent so students can focus on learning, creating, and growing.

John Aikee D. Calvadores