ASSESSMENT IN LEARNING

Assessment- process/act of Assessment- process

collecting, interpreting info about
students - ex: diagnostic, formative

 systematic collection of 3 dimensions of the difference

data b/w assessments and
 an act undertaken by evaluation
teachers (feedback) 1. Content- purpose
 approach before, during 2. Orientation-
and after learning occurs 3. Findings- diagnostic,
 determines if there is a judgement
change in knowledge
 can be used to revise the Types of assessment
course/program
- Nature- max and typical
Purpose - Formative- fixed and
complex; used in the
 provide immediate classroom
feedback
 identify learners’ errors Methods
that needs correction
- Diagnostic-
 improve the learning
- Criterion-
Tools - Non-standardized- made by
teachers
Tests
- Standardized
 formal and systematic
Modes
 gather info about the
performance knowledge of 1. Traditional-
students 2. Alternative- own ideas
3. Performance-based
Methods
4. Portfolio
Testing – measure level of
CONSTRUCTIVE ALLIGNMENT
proficiency
-Teaching approach that ensures
- Examples: oral recit,
that learning activities and
portfolio, projects,
assessment tasks are directly
observations
aligned w/ the intended learning
Evaluation
3 principles
- judging the work of
 Learning objectives- what
students; outcome
the students are expected
- discussion, attendance, to know, understand, and be
grades, essay able to do by the end of
- ex: summative, product, program. These objectives
overall rate
 must align w/ the overall Roles of Classroom Assessment
goals of educ experience
1. Formative- acquire info
 Learning activities- should
about the current status and
encourage active
level of learners’ knowledge
participation and create
and skills or competencies
opportunities for students
2. Diagnostic- identify specific
to explore, apply and reflect
learners’ weaknesses or
on their knowledge
difficulties that may affect
 Assessment tasks- designed
their achievements of the
to measure whether
ILO
students have met those
3. Evaluate- measure learners’
obj.
performance or achievement
K-12 Assessment Guidelines for the purpose of making
judgement
Content standards- statements
4. Facilitate-
that describes specific content
5. Motivational- classroom
area that should be learned at
assessment can serve as
every grade level
mechanism for learners to
Performance standards- be motivated in learning and
expectations for instruction, achievement in the
assessment and student work classroom

Classroom assessment- joint Learning Competencies

process that involves both the
- Describes the use of desired
teacher and the learner
knowledge, skills, behaviors
What is the purpose of and abilities
Classroom? - Define specific applied skills
and knowledge that enables
 Assessment Of Learning- people to successfully
use to determine learners’ perform specific function
acquired knowledge and
skills from instruction and Learning Objectives
whether they were able to
- Describes what a faculty
achieve the curriculum;
member will cover in a
generally summative in
course and what have
nature
provided for the students
 Assessment For Learning-
use of assessment to Learning Outcomes
identify the needs of
learners in order to modify - Outlines the overall purpose
instruction or learning or goal from participation
activities in the classroom -
 Assessment As Learning- -
use of assessment to help
Characteristics of Objectives
learners become self-
(SMARTER)
regulated
 SMART - Create
- Evaluate
- Goals are specific,
- Analyze
meaningful, achievable,
- Applying
relevant and time-bound
- Understanding
SMARTER - Remembering
- -
- Goal setting takes two step
further forcing you to Types of Knowledge
evaluate and readjust your
approach  Factual- Knowledge of
terminology; Knowledge of
1. SPECIFIC- goal must be specific details and
explicitly defined w/o elements
ambiguity
2. MEASURABLE- measuring  Conceptual- Knowledge of
helps you determine of principles and
you are making progress, generalizations; Knowledge
of theories, models, and
you must have a
structures
quantitative way of
measuring that you have
 Procedural-Knowledge of
effectively achieve it subject-specific techniques
3. ATTAINABLE- emphasize and methods; Knowledge of
the importance of setting criteria for determining
an obj. “Goals is to set when to use appropriate
Goals that are procedures
achievable”
4. RELEVANT- goals should  Metacognitive- Strategic
be in line with what you Knowledge; Knowledge
want out of life and about cognitive tasks,
should match w/ your including appropriate
core values contextual and conditional
5. TIME-BOUND- specify an knowledge; Self-knowledge
appropriate time frame
SOLO TAXONOMY- Structure of
for your goal
the Observed Learning Outcome,
6. EVALUATION/EVALUATE-
is a means of classifying learning
process of assessing or outcomes in terms of their
determining the complexity, enabling us to assess
effectiveness, relevance students' work in terms of its
and alignment of the obj quality not of how many bits of
w/ overall goals this and of that they have got
7. RECOGNIZED/ right.
REFLECTION- assess the
success or failure in MARZANO TAXONOMY - new
achieving the objectives taxonomy of educational
objectives
BLOOMS TAXONOMY
Systems: Problem solving test

- Cognitive- knowledge ITEM ANALYSIS

retrieval, comprehension,
analysis, knowledge - Examining students’
utilization response to individual item
- Metacognitive- in the test
- Self-esteem - Uses: provide basis for
efficient class discussion of
Unpacking learning competencies the results; basis for
using 5 Ps remedial work; etc

1. Purpose- why? Key components of item

2. Pitch- difficulty level analysis
3. Pace- time - Difficulty Index- measures
4. Progress- how? how difficult an item is
5. Place- learning environment - Discrimination index-
indicates how well an item
differentiate b/w high and
Characteristics of quality low performing students
assessment tools - Distractor analysis- focuses
on the incorrect answer
- Reliability- choices
- Validity
- Objectivity TABLE OF SPECIFICATION
- Usability
- Diagnostical - Matrix that maps out content
- Fairness areas of a course
- Measurable - Purpose: align assessment w/
- Balanced ILO, ensure comprehensive
- Accuracy coverage, balance cognitive
- Comprehensive levels, and guide test
construction
Categories of traditional test
Components
- Content areas- list of major
- Selected response test units covered
Examples:
- Learning outcomes/
objectives-
Multiple Choice Test
- Cognitive levels- levels of
True or False test
cognitive skills (blooms’
Matching type test
taxonomy)
- Constructed response test
- Weighing- proportion of the
-
test devoted to each content
- Examples:; area
Short answer test
- Instructional methods-
Completion
teaching methods
Identification
Enumeration
Essay test
 Structure of TOS; row, your students demonstrate
columns, cells their knowledge, skills and
understanding?
Benefits; ensure fairness,
increases validity, improve Step 3: Measure: Provide
reliability experience and collect data-
how well are we doing it?

Validation and validity Step 4: Analyze: make meaning

and Draw conclusions- how do
Validation- collecting and we know?
analyzing evidence
Validity- extend to which a test Step 5: Apply- identify and
measures what it purports to implement changes- how do we
measure use the info to improve or
Three main types of celebrate succesess
evidence
1. Content-related
evidence of
validity- content Unit 4
and format of
assessment Presentation- organizing data
2. Criterion related into logical, sequential, and
evidence of meaningful categories
validity-
relationship b/w
1.Textual-
scores obtained
using the
2.Tabular-
instrument and
scores obtained
using other test Four types of classification used in
3. Construct related tabulation
evidence of
validity- nature of  Quantitative- based on stats
the psychological  Qualitative- data is classified
construct being according to attributes
measured  Spatial- data is classified in the
basis of place
ASSESSMENT CYCLE  Temporal- data is classified in
the basis of time
- Ongoing cyclical process
used for continuous 3.Graphical Representations- points,
improvement lines, areas and other geometric forms
and symbols
Step 1: Create: Develop/revise
outcomes what are we trying to Different types of graphical
do and why? representations

Step 2: Plan: Establish a plan - Line graphs

to collect evidence- how will - Bar graphs
 - Histograms- bars to represent
freq
- Line plot- shows freq of data in a
given line
- Frequency table-
- Circle graphs
- Stem-leaf Plot- data is arranged
in smallest to largest value
- Box-plot whisker plot-
summarizes data by dividing it
into 4 parts

4 BASIC LEVELS OF
MEASUREMENTS
Scales Orde Precise Meaningf Ex.
r Diff. in ul
Rankin Zero
g
Nominal Gender
Ordinal Judging
Interval IQ;Tem
p
Ratio Heigh
t

Mean- average

=total number of values in the

sample/population

Median- middle

Mode- most freq value

Ps: SU FORMULA IUGAK NA AKO

MAG TYPE. KAYA NYO NA
YAN.Step 3: Measure-

Step 4: Analyze

Step 5: Apply