Prelim Topics

ASSESSMENT AND
EVALUATION
IN MATHEMATICS
Assessment
Assessment is defined as a methodical way of acquiring, reviewing and
using information about someone or something, so as to make improvement where
necessary. The term is interpreted in a variety of ways, i.e. educational,
psychological, financial, taxation, human resource and so on.
In general, assessment is an ongoing interactive process, in which two
parties (assessor and assesse) are involved. The assessor is someone who assesses
the performance based on the defined standards, while assesse is someone who is
being assessed. The process aims at determining the effectiveness of the overall
performance of the assesse and the areas of improvement. The process involves,
setting up goals, collecting information (qualitative and quantitative) and using the
information for increasing quality.
Evaluation
The term ‘evaluation’ is derived from the word ‘value’ which
refers to ‘usefulness of something’. Therefore, evaluation is an
examination of something to measure its utility. Simply put, evaluation
is a systematic and objective process of measuring or observing
someone or something, with an aim of drawing conclusions, using
criteria, usually governed by set standards or by making a comparison.
It gauges the performance of a person, completed project, process or
product, to determine its worth or significance. The evaluation includes
both quantitative and qualitative analysis of data and undertaken once in
a while. It ascertains whether the standards or goals established are
met or not. If they are met successfully, then it identifies the
difference between the actual and intended outcomes.
Scope of Assessment
1. Assessment of curricula offerings. The course offerings and
curricula must be assessed to determine if they are relevant,
realistic and responsive to the changing needs and problems of the
society.
2. Assessment of school programs. The school programs must be
appraised to determine of teachers are not overloaded or
underloaded. Assessment evaluates school’s programs (curricular
offerings) if they are relevant, realistic and responsive to the needs
of the society.
3. Assessment of instructional materials. The instructional materials
like books, reference books, visual aids and devices must be
evaluated to ascertain if they are adequate and updated. Books and
reference books beyond ten years must be revised.
3. Assessment of instructional facilities. The instructional facilities like
classrooms, computers, projectors, audio-visual equipment, laboratory
equipment, chemicals, physical plant, library holdings and many others
must be assessed if they are adequate.
4. Assessment of teachers and professors. The teachers and
professors must be evaluated if they are qualified, competent and can
deliver efficient services to the students effectively and excellently.
They are also evaluated if they are research-oriented and if they have
an updated portfolio.
5. Assessment of teachers and professors. The teachers and
professors must be evaluated if they are qualified, competent and can
deliver efficient services to the students effectively and excellently.
6. Assessment of student/students. The student of students must be

assessed if they have or have not reached the goals of the learning
tasks. Each student or students must have an individual portfolio for
easy reference about their achievements.
7. Assessment of graduates. Graduates must be evaluated if they

have passed the PRC Licensure Examination for Teachers (LET) and if
they are employed, underemployed or unemployed.
8. Assessment of school managers. School managers must be
assessed if they are democratic leaders to their subordinates and are
approachable; understands the problems and needs of the
teachers/professors and students; and are not corrupt but honest.
9. Assessment of research. Research activities must be evaluated to

determine if all teachers/professors have conducted research efficiently
and effectively.
10. Assessment of extension. Extension activities must be assessed

to determine if all teachers/professors have extension classes to
different adopted barangays.
Functions of Assessment
1. Measures students’ achievements – by giving test to students and

assessing the test results, student’s achievements can be determined
whether they have reached the goals of the learning tasks or not.
2. Evaluates instruction and teaching strategies – for instance, the
teacher uses unstructured approach in teaching Statistics to fourth year
high school students and gives achievement test after presenting the
lesson. If the result of the test is high, this means unstructured
approach is appropriate in teaching Statistics, if low, then it is
inappropriate. The results of the test determine whether instruction and
teaching strategies are effective or ineffective.
3. Assesses lessons to be re-taught – if teaching is ineffective as
evidenced by the poor test results, item analysis comes in. Items with
49 percent and below difficulty need to be re-taught
4. Evaluates school’s programs – assessment evaluates school’s

programs if they are relevant, realistic and responsive to the needs of
the society. For instance, graduates of teacher education program
passed the licensure examination for teachers and they were employed
as teachers. Hence, teacher education program is relevant, realistic
and responsive to the needs of the society.
5. Motivates learning - upon knowing the results of achievement test,
the student’s enthusiasm is aroused if he gets high score. Otherwise, if
his score is low, he strives hard to get higher score in the next
examination.
6. Predicts success or failure – success or failure of student is

predicted through assessment of their learning. For instance, if a
student always gets high score in all examinations in all subjects, high
score means passing and passing means success. Likewise, if they
always get low scores in all examinations in all subjects, low score
means a failing mark and failure on the part of the students.
7. Diagnoses the nature of difficulties – the weaknesses of the
students can be detected through assessment of their learning. For
example, the teacher administers diagnostic test to his students. The
result of diagnostic test determines what part or subject the student is
weak or having difficulties so that the teacher can identify what remedial
instruction should be given.
8. Evaluates teachers’ performance – the performance of teachers

are determined through assessment of students’ learning. For instance,
in certain College of Teacher Education when 100% of the teacher
education graduates passed the Licensure Exams for Teachers, it
means that the teaching is effective and teachers’ performance are very
satisfactory.
9. Evaluates schools’ facilities and resources – adequacy and
inadequacy of school’s facilities and resources are determined through
assessment of students’ learning. If students passed the licensure
examinations higher than the national percentage score, it means the
institution has adequate facilities and resources.
10. Evaluates school managers performance – assessment
evaluates school managers performance. This managers are the top
and middle manager like the president as the head of the institution, vice
president and deans. The result of accreditation lies on the
performance of the school managers. The subordinates cannot do
anything without the full cooperation among the school’s top and middle
managers.
Planning Process: Assessment and
Instruction The Classroom
Assessment Process
Assessment Process
Assessment Process
Assessment Process
Assessment Process
Assessment Process
QUESTIONING
When designing questions, avoid those that can be answered with

“yes” or “no” answers. Remember the levels. Questions written at the
knowledge level require students to recall specific information. Recall
questions are a necessary beginning, since critical thinking begins with
data or facts. There are times when we want students to remember factual
information and to repeat what they have learned. At the comprehension
level, the emphasis is on understanding rather than mere recall, so we need
to ask open-ended questions that are thought provoking and require more
mental activity. Students need to show that concepts have been understood,
to explain similarities and differences, and to infer cause-and- effect
relationships.
Comprehension-level questions require students to think, so we
must establish ways to allow this to happen after asking the question.
Ask students to discuss their thinking in pairs or in small groups—
the respondent speaks on behalf of the others. When redirecting
questions (asking several students consecutively without evaluating
any) and after hearing several answers, summarize or have the class
summarize what has been heard. Inattentive students who at first
have nothing to offer when asked, should be asked again during
the redirection of the question to give them a second chance to offer
their opinions.
Sometimes it is best to begin discussion by asking more
divergent-level questions, to probe all related thoughts and bring
students to the awareness of big ideas, then to move towards more
convergent questions as the learning goal is being approached.
Questioning is a way of getting to assess student progress and an

important way to increase student learning. As well, it is a way to get
students to think and to formulate and express opinions.
OUTCOME-BASED EDUCATION
The Enhanced Basic Education Act of 2013, Philippine Qualifications
Framework, the Commission on Higher Education Memorandum
Order Number 46, and the global call for transformative education
serve as precursors of OBE in the Philippines. OBE is the educational
system preparing students to meet the highest standards of a
particular profession. These standards are designed back into program
outcomes, competencies, and converted into instructional goals and
objectives. These same components serve as the bases for selecting
what topics to include, how to teach, and assess them at the highest
standards required by the actual workplace.
W. Spady (1994) defined OBE as clearly focusing and organizing
everything in the educational system around the essential for all the
students to do successfully at the end of their learning experiences.
a.What do we want these students to learn?
b.Why do we want students to learn these things?
c.How can we best help students to learn these things?
d.How will you know when the students have learned?
Spady premised that in OBE:

a. All students can learn and succeed, but not in the same time or in the
same way.
b. Successful learning promotes even more successful learning.
c. Schools and teachers control the condition that will determine if the
students are successful in school learning.
FOUR ESSENTIAL PRINCIPLES IN OBE
Clarity of Focus
A clear focus on what teachers want to students to learn is the
primary principles in OBE. Teacher should bear in mind that the
outcome of teaching is learning.
Designing Backwards/ Designing Down
At the beginning of a curriculum design, the learning outcome has to
be clearly defined. What to achieve at the end of formal schooling is
determined at the beginning.
High Expectations
Establishing high expectations, challenging standards of performance
will encourage students to learn better.
Expanded Opportunities
In OBE all students are expected to excel hence equal expanded
opportunities should be provided.
TEACHING-LEARNING IN OBE
Learning is measured by its outcome. Whatever approach teaching is
used, the intent should focus on learning rather than on teaching.
How then should teaching-learning be done IN OBE? Here are some
tips:
• Teachers must prepare students adequately.
• Teachers must create a positive learning environment.
• Teacher must help their students to understand, what they have to
learn, why they should learn it and how will they know that they
have learned.
• Teacher must use variety of teaching methods.
• Teacher must provide students with enough opportunities to use
the new knowledge and skills that they gain.
• Teacher must help students to bring each learning to a personal
closure that will make them aware of what they learned.
ASSESSMENT OF LEARNING OUTCOMES IN OBE
To be useful in OBE system, assessment should be guided by the
following principles:
• Assessment procedure should be valid.
• Assessment procedure should be reliable.
• Assessment procedure should be fair.
• Assessment should reflect the knowledge and skill that are
important to the students.
• Assessment should tell both the teachers and students they are
progressing.
ASSESSMENT OF LEARNING OUTCOMES IN OBE
• Assessment should support every student’s opportunity to learn
things that are important.
• Assessment should allow individuality or uniqueness to be
demonstrated.
• Assessment should be comprehensive to cover a wide range of
learning outcomes.
LEARNER’S RESPONSIBILTY FOR LEARNING
Student involvement in the classroom is a key part of OBE. Students
are expected to do their own learning, so that they gain a full
understanding of the material. Increased student involvement allows
students to feel responsible for their own learning, and they should
learn more through this individual learning.
COMPARISON OF OBE & TRADITIONAL WAY OF
TEACHING
Outcomes-Based Education (OBE)
• Yields students to become outputs rather than inputs.
• It is a student-centered method, the teacher focuses on helping
the students to develop their skills.
• All the learning objectives will clearly attain in order to achieve the
progression.
• It adjust the strengths and weaknesses of the students to further
develop their knowledge and skills.
• It have a hands on activities that they will develop their skills
through their experiences.
• It provide a clear picture of what is essential for the students able
to do.
• Rather than just listening and learning, outcomes-based education
provides students demonstrations to task and what they are able
to do.
• It defines the outcomes of what students may achieve in the entire
curriculum.
• It provide outcomes specifically learning outcomes which tells what
a student can provide as a result of a learning experience.
• More students is set up to succeed and improve their knowledge
and skills.
Traditional Way of Teaching
• Teacher centered, where the teacher is discussing for the students
to understand.
• A model of education that it just transmit knowledge and
understanding of ideas to students.
• No hands on activities that the students will experience.
• It is all about recitation from the teacher, while the students are
just sitting and listening.
• Assessing or memorizing what the teacher discussed to students.
• Familiarizing and memorizing what the teachers lecture and in
evaluating the students learning there is a written assessment in
the end of the curriculum or what you call an examination.
• Students are dependable to teachers
• The time is fixed specifically students learn memorizing the
lectures of the teaching in the end of a quarter.

Prelim Topics

Uploaded by

Copyright:

Available Formats

Prelim Topics

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Prelim Topics

Uploaded by

Copyright:

Available Formats

ASSESSMENT AND

6. Assessment of student/students. The student of students must be

7. Assessment of graduates. Graduates must be evaluated if they

9. Assessment of research. Research activities must be evaluated to

10. Assessment of extension. Extension activities must be assessed

1. Measures students’ achievements – by giving test to students and

4. Evaluates school’s programs – assessment evaluates school’s

6. Predicts success or failure – success or failure of student is

8. Evaluates teachers’ performance – the performance of teachers

When designing questions, avoid those that can be answered with

Questioning is a way of getting to assess student progress and an

Spady premised that in OBE:

You might also like