test the students to see what they have learned

(diagnosing), but they also observe the learning

process.
REVIEWER
2.Instructional Management Decisions -
ASSESSMENT OF LEARNING Classification and placement decisions or
counseling and guidance decisions.
PART 1
3. Entry-exit decisions - Tests are used to help
Definitions of Important Concepts educators decide (1) who should enter particular
educational institutions or programs of study
TEST (selection decisions) and (2) who has completed
the requirements to leave that program
An instrument designed to measure any (certification decisions).
characteristics, quality, ability, knowledge or
skill. 4. Program, Administrative and Policy decisions
- decisions that affect educational programs,
The most common method of assessing student curricula and systems.
learning is through tests (teacher-made or
standardized). Test results provide an easy and 5. Decisions Associated with expanding our
easily understood means of informing the knowledge base - testing for educational
student about his progress or the school about research.
his performance.
ASSESSMENT
MEASUREMENT - Collection, interpretation and use of qualitative
- A process of quantifying the degree to which and quantitative information to assist teachers in
someone/something possesses a given trait i.e., their educational decision-making.
quality, characteristics or feature. Process of gathering and discussing
information from multiple and diverse sources in
Assigning numbers to a performance, product, order to develop a deep understanding of what
skill or behavior of a student, based on a students know, understand and can do with their
predetermined procedure or set of criteria. knowledge as a result of their educational
experience Huba, 2000
Results are expressed through scores/marks.
(expressed in numbers). Limited to quantitative According to Miller, it is any variety of procedure
descriptions. used to obtain information about student
performance. It includes paper and pencil tests,
*Measurement can therefore be objective (as in essays, performance of authentic tasks, teacher
testing) or subjective (as in perception)* observations and self-report.

TESTING GOOD ASSESSMENT REQUIRES USING A

- the measurement procedure that knowledge of VARIETY OF ASSESSMENT INSTRUMENTS
the subject matter is often measured through
standardized test results. NO individuals are exactly alike.
Your students are not homogeneous. Not all
PERCEPTION students are good in pencil and paper test.
- asking the group of experts to rate a student‘s
knowledge of the subject matter. Aim of assessment - to improve and develop
student learning, not just to find out how good
Uses of Educational Measurement students are at some kinds of examination.

1. Direct Instructional Decisions - Observing, EVALUATION

measuring and drawing conclusions are ongoing
activities in most classrooms. Teachers not only
 A process of making judgments about the much as they can about what their students
quality of a performance, product, skill or know and can do, and what confusions,
behavior of a student. preconceptions, or gaps they might have.
According to Cameron, it is the process of
making overall judgment about one‘s work or a The wide variety of information that teachers
whole school‘s work. collect about students‘ learning processes
Process of systematic collection and analysis provides the basis for determining what they
of both qualitative and quantitative data for the need to do next to move student learning
purpose of making some decisions and forward.
judgments.
Determining the quality or worth of FORMS OF ASSESSMENT FOR LEARNING
achievement in terms of certain standards. 1.Diagnostic test
Results are expressed qualitatively. e.g. 2.Placement test
He has above average performance in the 3.Formative test
spelling test. 4.Summative test

Evaluation answers the questions: ASSESSMENT OF LEARNING

a. Is the training achieving the results that it was assists teachers in using evidence of student
set up to achieve? learning to assess achievement against
b. Are the actual results worth having? outcomes and standards.
c. Were the results achieved by the most cost- Sometimes referred to as ‗summative
effective methods? assessment', it usually occurs at defined key
points during a unit of work or at the end of a
DEFINITION OF IMPORTANT CONCEPTS unit, term or semester, and may be used to rank
1. TEST/TESTING- tool or grade students.
2. MEASUREMENT- scoring
3. ASSESSMENT- grading TEACHER‘s ROLE: report student learning
4. EVALUATION- passing/falling accurately and fairly (TRANSPARENCY) to give
grades/ measure achievement.
Assessment… FOR, OF, AS Learning
ASSESSMENT AS LEARNING
ASSESSMENT FOR LEARNING ―It is designed to provide evidence of
The process of gathering and interpreting achievement to parents, other educators, the
evidence about student learning for the purpose students themselves and sometimes to outside
of determining where students are in their groups (e.g., employers, other educational
learning, where they need to go, and how best institutions).‖
to get there.
occurs when students are their own assessors
Sometimes referred to as ‗formative The process of developing and supporting
assessment', it usually occurs throughout the student metacognition.
teaching and learning process to clarify student
learning and understanding (interactive). Students monitor their own learning, ask
questions and use a range of strategies to
ROLE of a teacher: provide immediate feedback decide what they know and can do, and how to
(instructional correctives) provides effective use assessment for new learning. Encourages
feedback that motivates the learner and can students to take responsibility for their own
lead to improvement reflects a belief that all learning requires students to ask questions
students can improve. about their learning

Based on quizzes, observation, student self ROLE OF TEACHER: guide students in setting
assessment and other major assessments. their own goals.
Model the skills of self assessment
―In Assessment for Learning, teachers use Goal is to become reflective, self‐ monitoring
assessment as an investigable tool to find out as learner
 - Aptitude refers to the area or discipline where a
PURPOSES OF ASSESSMENT student would most likely excel or do well.

ASSESSMENT FOR LEARNING

done before and during instruction PRINCIPLE OF HIGH QUALITY
ASSESSMENT OF LEARNING ASSESSMENTS
done after instruction
ASSESSMENT AS LEARNING
happening at any point in the instructional Clarity of Learning Targets
process Assessment can be made precise, accurate,
and dependable only if what are to be achieved
FORM OF ASSESSMENT FOR LEARNING are clearly stated and feasible. To this end, we
1.Diagnostic test consider learning targets involving knowledge,
2.Placement test reasoning, skills, products and effects. Learning
3.Formative test targets need to be stated.
4.Summative test Setting clear and achievable targets is the
starting point for creating assessment. If you do
DIAGNOSTIC not set clear targets, you will never know if the
-undertaken in order to determine the students‘ instruction and experience in the classroom
prior knowledge of a particular topic or lesson or resulted in a bull‘s-eye or if they missed the nark
to point out the weakness of students in a test. completely.

Can also be called pre-assessment since it is

designed to check the ability levels of students Five types of Learning Targets (Marzano and
in some areas so that instructional starting Kendall 1996)
points can be established.
Knowledge and Simple Understanding –Facts
FORMATIVE and Information
-usually administered during the instructional Deep Understanding and Reasoning – Problem
process to provide feedback to students and solving, critical thinking, synthesis, comparing,
teachers on how well the former are learning the higher order thinking skills and judgment.
lesson being taught. Skills or Performance – demonstrate in a way
rather than answering questions.
Products or Product Development –sample
Remedial work is normally done to determine
student work (paper, report, artwork or other
deficiencies noted and bring the slow learners to
project).
the level of their classmates or peers.
Affective – Attitudes, values, interest, feelings
and beliefs
It provides the necessary guidance and
information they need to progress in their
Well-written objectives are made up of three
learning.
building blocks:
Examples are quizzes
1.Conditions
2.Behavior
SUMMATIVE 3.Criterion
- undertaken to determine student achievement 1.Conditions – define the materials that will be
for grading purposes. available (or unavailable) when the objective is
-Sums up the learning assessed. e.g.
- Provide the teachers the rationale for passing -Without the use of a calculator
or failing -Given a map of Europe
Examples are chapter tests, periodic tests, unit -Given twelve double-digit numbers
tests 2.Behavior – is a verb that describes an
observable activity – what the student will do.
PLACEMENT The behavior is generally stated in action verb,
- undertaken in order to determine the area such as: solve, compare, list, explain, evaluate,
where a student fits in identify or define.
3. Criterion (also referred to as degree) is a There are three main domains of learning and all
standard that is used to measure whether or not teachers should know about them and use them
the objective has been achieved. The criteria to construct lessons. These domains are
might be stated as a percentage (80% correct), cognitive (thinking), affective (emotion/feeling),
a time limit (within five minutes) or another and psychomotor (physical/kinesthetic). Each
measure of mastery. domain has a taxonomy associated with it.
Taxonomy is simply a word for a classification.
Levels of assessment: All of the taxonomies below are arranged so that
1.Knowledge – the facts or information that the they proceed from the simplest to more complex
student acquires. levels.
2.Process – skills or cognitive operations that
the students on facts and information Three domains of learning:
3.Understanding – enduring big ideas, principles
and generalizations inherent to the discipline. Benjamin Bloom (Cognitive Domain),
4.Products/Performances – real-life application David Krathwohl (Affective Domain), and
of understanding. Anita Harrow (Psychomotor Domain).

Levels of assessment and their Percentage The Original Cognitive or Thinking Domain
Weight Based on the 1956 work, The Handbook I-
1.Knowledge - 15% Cognitive Domain, behavioral objectives that
2.Process - 25% dealt with cognition could be divided into
3.Understanding - 30% subsets. These subsets were arranged into a
4.Products/Performances - 30% taxonomy and listed according to the cognitive
difficulty — simpler to more complex forms. In
Levels of Proficiency Equivalent Numerical 2000-01 revisions to the cognitive taxonomy
Value were spearheaded by one of Bloom‘s former
1.Beginning (B) 74% and below students, Lorin Anderson, and Bloom‘s original
2.Developing (D) 75-79% partner in defining and publishing the cognitive
3.Approaching Proficiency (AP) 80-84% domain, David Krathwohl.
4.Proficient (P) 85-89%
5.Advanced (A) 90% and above

1.1 Cognitive Targets

As early as the 1950‘s, Bloom (1954),
proposed a hierarchy of educational objectives
at the cognitive level.
Level 1: KNOWLEDGE: Refers to the acquisition
of facts, concepts and theories.
Level 2: COMPREHENSION: Refers to the
same concept as ―understanding‖.
Level 3: APPLICATION: Refers to the transfer of
knowledge from one field of study to another or
from one concept to another concept in the
same discipline.
Level 4: ANALYSIS: Refers to the breaking
down of a concept or idea into its components
and explaining the concept as a composition of
these concepts.
Level 5: SYNTHESIS: Refers to the opposite of
analysis and entails putting together the
components in order to summarize the concept.
Level 6: EVALUATION and REASONING:
Refers to valuing and judgment or putting the
worth of a concept or principle.
Affective Domain
The affective domain (Krathwohl, Bloom, Masia,
1973) includes the manner in which we deal with
things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and
attitudes.
Psychomotor Domain
The psychomotor domain (Simpson, 1972)
includes physical movement, coordination, and
use of the motor-skill areas. Development of
these skills requires practice and is measured in
terms of speed, precision, distance, procedures,
or techniques in execution. Thus, psychomotor
skills rage from manual tasks, such as digging a
ditch or washing a car, to more complex tasks,
such as operating a complex piece of machinery
or dancing.
PART 2

Appropriateness of Assessment Methods

Assessment Methods
1.Written-Response Instruments
- It includes objective test (multiple choice,
true-false, matching or short answer), essays,
examination and checklists.

Understanding the Different Kinds of Tests

 get about the same score each time they take
the test.

Reliability
- refers to the extent to which assessments are
consistent. Instruments such as classroom tests
or standardized exams should be reliable – it
should not make any difference whether a
student takes the assessment in the morning or
afternoon; one day or the next.

Test items can be classified:

1.Selected-response – require students to select
the correct or the best answer from the given
options.(multiple choice, matching type and true
or false)
2.Constructed-response – fill-in–the blanks or
essays (essay or short answer)

Multiple Choice tests – can be constructed to

test higher order thinking skills.

Qualities of Good Test Instruments

1.Test are better, if they are relatively objective.
A test is objective, if – using the same scoring
key – whoever scores the test will arrive at the
same score – assuming no clerical errors.
2. A good test should also be relatively reliable.
As long as the quality of being measured has
not changed, this means that any person should
 13. Daily Assignments. The student completes
work assigned on a daily basis to be completed
at school or home. Example: Worksheets or
research.
14. Panel. A group of students verbally present
information. Example: A discussion presenting
both the pros and cons of the environmental
issues.
15. Learning Centers. Students use teacher
provided activities for hands-on learning.
Example: An activity folder on frog dissection.
16. Demonstrations. Students present a visual
What are Non-tests enactment of a particular skill or activity.
- Good instruction involves observing and Example: Proving that air has weight.
analyzing student performance and the most 17. Problem Solving. Students follow a step by
valuable assessment activities should be step solution of a problem.
learning experiences as well. The following are 18. Discussions. Students in a group verbally
examples of non-tests. interact on a given topic. Example: Climate
1. Oral and written reports. Students research change.
a topic and then present either orally or in 19. Organized note sheets and study guides.
written form. Students collect information to help pass a test.
2. Teacher observation. The teacher observes Example: One 3x5 note card with information to
students while they work to make certain the be used during a test.
students understand the assignment and are on
task. Example: Cooperative learning. Test Standardization
3. Journal. Students write daily on assigned or Standardization is the process of trying out the
personal topics. Example: What is the thing you test on a group of people to see of his or her
remember about yesterday‘s lesson? scores which are typically obtained. When an
4. Portfolio of student’s work. Teacher individual takes the test, he/she can determine
collects samples of student‘s work and saves for how far above or below the average his/her
determined amount of time. Example: Dated score is, relative to the normative group.
samples of students‘ writing, test, and the like.
5. Slates or hand signals. Students use slates
or hand signals as a means of signaling answers
to the teacher. Example: Review questions -
write answers and hold up slate
6. Games. Teachers utilize fun activities to have
students practice and review concepts.
Example: Science trivia.
7. Projects. The students research a topic and
present it in a creative way.
8.Debates. The students take opposing
positions on a topic and defend their position.
Examples: The pros and cons of an environment
legislation.
9. Checklist. The teacher will make a list of
objectives that students need to master and then
check off the skill as the students masters it.
10. Cartooning. Students will use drawings to
depict situation and ideas. Example:
Environmental issues.
11. Models. The students produce a miniature
replica of a given topic.Example: Molecules.
12. Notes. Students write a summary of a
lesson.