Pt.-1-ASL-1-SY-24-25

Welcome
to
Assessme
nt in
Instructor: Ms. Angelie P.
Luardo
Learning 1
Course
This is a 3-unit course for pre-service teachers that focuses on the
Description
principles, development, and utilization of conventional assessment
tools to improve the teaching-learning process. It emphasizes the use of
assessment of, as, and for learning in measuring knowledge and other
thinking skills in the cognitive domain. It allows pre-service teachers to
go through the standard steps in test development and its application in
assessing learning. It also provides the pre-service teachers training in
scoring, organizing, analyzing, interpreting, and communicating
assessment results and how they are used in improving teaching and
learning. the course provides engaging and varied learning
opportunities with integration of technology that will allow them to: (a)
meet the program outcomes and standards of a beginning teacher; (b)
develop the 21st century skills of collaboration, communication, critical
thinking and problem solving, and creative thinking; and (c) be healthy,
safe, engaged, supported, and challenged.
Course Map
Introduction
to
Assessment
in Learning
Development
and
Administration
of Tests Organization,
Utilization, and
Communication
of Test Results
Class Rules
1. Respect your instructor and classmates.
2. Be on time.
3. Don’t absent, unless necessary. Present an excused letter.
Seven consecutive absences is equivalent to being
DROPPED. 3 consecutive late is equivalent to 1 ABSENT.
4. Use the group chat to raise concerns or clarification
regarding the course. Message respectfully.
Class Requirements
1. Long-sized, blue-colored clear book
2. 1 40-leaves lecture notebook
3. Bond papers and yellow papers for activities
Activity Format
NOTE: Always write in cursive.

Lesson 1: Basic Concepts and
Principles in Assessing
Learning
Learning Outcomes
Within this lesson, the second-year Teacher Education
students should have done the following with at least 80%
accuracy:
1.define assessment in learning;
2.differentiate the concepts related to assessment (e.g.
measurement, evaluation, testing, and grading);
3.explain the different types and principles of
assessment; and
4.reflect on the significance of assessment through an
evaluation checklist.
What is
assessment in
learning?
Assessment in Learning
Assessment- comes from the Latin word ‘assidere’ which means
“to sit beside another”
• Assessment is generally defined as the process of gathering

quantitative and/or qualitative data for the purpose of making
decisions.
• Assessment in learning can be defined as the systematic
and purpose-oriented collection, analysis, and interpretation of
evidence of student learning in order to make informed
decisions relevant to learners.
• (a) a process
• (b) based on specific objectives
• (c) from multiple sources
Measurement vs.
Evaluation
• Measurement can be defined as the process of quantifying the
attributes of an object, whereas evaluation may refer to the
process of making value judgments on the information collected
from measurement based on specified criteria.
• Assessment can be considered as an umbrella term consisting of
measurement and evaluation. However, there are some authors
who consider assessment as distinct and separate from
evaluation (e.g., Huba and Freed 200, Popham 1998)
Assessment and Testing
Testing- refers to the use of a test or battery of tests to
collect information on student learning over a specified
period of time.
Note: A test is a form of assessment but not all
assessments use tests or testing.
• Selected response vs. constructed response
• Objective type vs. subjective type
• Table of Specification (TOS)- a table that maps out
the essential aspects of a test (e.g., test objectives,
contents, topics covered by the test, item distribution)—
is used in the design and development of a test.
When can we say that a test
is ‘good’?
Assessment and Grading
Grading- can be defined as the process of assigning value
to the performance or achievement of a learner based on
specified criteria or standards.
• It is a form of evaluation which provides information on
whether a learner passed or failed a subject or a
particular assessment task.
NOTE: Teachers are expected to be competent in

providing performance feedback and communicating the
results of assessment tasks or activities to relevant
stakeholders.
Aside from tests, what are
other bases of grading?
Different Types of Assessment in
Formative SummativeLearning
Diagnostic Placement
Assessment Assessment Assessment Assessment
• Assessment • Assessment • Aims to detect the • Usually done at the

activities that activities that aim to learning problems or beginning of the
provide information determine learners’ difficulties of the school year to
to both teachers and mastery of content learners so that determine what the
learners on how they or attainment of corrective measures learners already
can improve the learning outcomes. or interventions are know or what are
teaching-learning done to ensure their needs that
process. learning. could inform design
of instruction.
Traditional vs.
Authentic Assessment
• Traditional Assessment refers to the use of conventional
strategies or tools to provide information about the
learning of students.
NOTE: They are commonly used in classrooms.
• Authentic Assessment refers to the use of assessment
strategies or tools that allow learners to perform or create
a product that are meaningful to the learners, as they are
based on real-world contexts.
Different Principles in Assessing
1. Learning
Assessment 2. Assessment
should have a clear an end in itself.
is not 3. Assessment is an 4. Assessment is
ongoing, learner-centered.
purpose. continuous, and a
formative process.
5. Assessment is 6. Assessment must 7. Assessment 8. Assessment

both process- and be comprehensive requires the use of should be as
product-oriented. and holistic. appropriate authentic as
measures. possible.
Activity
Evaluate the extent of your knowledge and understanding about
assessment of learning and its principles.
Indicators Great Moderate Not at All
Extent Extent
1. I can define assessment.

2. I can explain the meaning of assessment in
learning.
3. I can compare and contrast assessment with
measurement and evaluation.
4. I can compare and contrast assessment with testing
and grading.
5. I can enumerate the different types of assessment.
Activity
Evaluate the extent of your knowledge and understanding about
assessment of learning and its principles.
Indicators Great Moderate Not at All
Extent Extent
6. I can differentiate between selected response and

constructed response tests.
7. I can explain what each of the principles of
assessment means.
8. I can give examples of assessment tasks or
activities that conform with one or more core
principles in assessment.
9. I can give examples of assessment or activities that
do not conform with one or more of the principles in
assessment.
10. I understand what it means to have good
assessment practices in the classroom.
Activity: Reflection
TOTAL:
Great Extent:
Moderate Extent:
Not at all:
From the result of my evaluation, what have I reflected on my

knowledge regarding assessment in learning?
Assignment
Based on the lesson on the basic concepts and principles in
assessment in learning, select five core principles in assessing
learning and explain them in relation to your experience with previous
or current teachers in one of your courses/subjects. Write it on a
short-sized bond paper. Follow the format presented earlier.
Example:
1. Assessment should be as In our practicum course, we were asked to prepare a

authentic as possible. lesson plan then execute the plan in front of the
students with my critic teacher around to evaluate my
performance. The actual planning of the lesson and
its execution in front of the class and the critic
teacher is a very authentic way of assessing my
ability to design and deliver instruction rather than
being assessed through demonstration in front of my
classmates in the classroom.
Reference
• Assessment in Learning 1 by
Dr. Marilyn Ubiña, et al

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Welcome

NOTE: Always write in cursive.

• Assessment is generally defined as the process of gathering

NOTE: Teachers are expected to be competent in

• Assessment • Assessment • Aims to detect the • Usually done at the

5. Assessment is 6. Assessment must 7. Assessment 8. Assessment

1. I can define assessment.

6. I can differentiate between selected response and

From the result of my evaluation, what have I reflected on my

1. Assessment should be as In our practicum course, we were asked to prepare a

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