8/23/2015

Basic Terms

ASSESSMENT in
EDUCATION
RONALDO M. SAN JOSE
UP College of Education
UP Integrated School

Measurement: process of determining a

quantitative or qualitative attribute of an individual
or group of individuals; does NOT associate value
to what is seen or observed.
Examples:
(1) Performance on a test indicates that a student
is unable to identify the essential food
nutrients needed by the body.
(2) A teacher observes a student speaking in class
without first raising his hand.

Basic Terms

Evaluation

Evaluation : outcome of measurement after value

(or judgment) has been added.
Measurement

Examples:
The student with poor performance in (1) will
have problems in meal preparation and service
since it is a prerequisite skill.
The behavior in (2) is encouraging because that
student has never participated in class
discussions before.

Basic Terms

Assessment
: systematic process of collecting,
analyzing, and interpreting
information to determine the extent
to which students are achieving
instructional objectives.
: process by which a teacher tracks
student progress

Quantitative

Qualitative

e.g. Test

Current Trends and Changes

in Classroom Assessment
PAST

CONTEMPORARY

mastery of basic concepts

and skills

proficiency in complex
critical thinking, problemsolving, and effective
communication
learning as accumulation of learning as process of
bits of knowledge that are
constructing understanding
sequenced, hierarchical, and depending on learners
need to be explicitly taught interests, experience, and
and reinforced
learning styles

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Current Trends and Changes

in Classroom Assessment

PAST

assessment that compares

students as a means to
motivate them to learn

CONTEMPORARY

assessment where students

experience progress and
achievement individually

Classroom Assessment and Motivation

PAST

CONTEMPORARY

behaviorist psychology
where rewards and
punishments either reinforce
or extinguish a particular
behavior

Cognitive psychology which

emphasizes learning through
success and competence
(sense of ownership and
choice of what and how to
learn)

Classroom Assessment and Learning

determining prior KAVS students bring to

a learning task promotes learning

Classroom Assessment and Societal Change

PAST

CONTEMPORARY

assessment as a mechanism
to make decisions about
future programs, and
provide information to
parents about their
childrens learning

assessment as an important key

to social mobility, and so
expectations of schooling include
different types of outcomes:

Classroom Assessment and Differentiated Learning

PAST

one-size-fits-all emphasis
on the whole class
differentiated instruction
and assessment only for
students with identified
needs

CONTEMPORARY

differentiated instruction
(variety in approaches to
accommodate different
learning patterns and styles)

Three Purposes of Assessment

Assessment
FOR Learning

Assessment
AS Learning

Why
assess?

determine next steps guide and provide

in advancing student opportunities for
learning
each student to
monitor and reflect
on his/her learning
and identify next
steps

Assess
what?

student progress
and learning needs
in relation to
learning outcomes

providing immediate feedback moves

learning forward
engaging in metacognition (reflecting on
their own thinking processes enhances
learning

Knowledge
Reasoning
Performance Skills (process is
important than product)
Dispositions (developing valued
feelings, attitudes, interests, and
motivations

students thinking
about his/her
learning

Assessment
OF Learning
inform student on
his/her proficiency
in relation to learning
outcomes

students ability to
apply KAVS related
to curriculum
outcomes

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Three Purposes of Assessment

Three Purposes of Assessment

Assessment
FOR Learning
Ensuring
Quality

accuracy and
consistency of
observations and
interpretations of
students learning
clear, detailed
learning
expectations
accurate detailed
notes for
descriptive
feedback to each
student

Assessment
AS Learning

Assessment
OF Learning

accuracy and
consistency of
students selfreflection, selfmonitoring, and
self-adjustment

accuracy,
consistency, and
fairness of
judgments based on
high-quality
information

engagement of
student in
challenging
his/her thinking

clear, detailed
learning
expectations

fair and accurate

students record of
summative
own learning
reporting

Assessment
FOR Learning
Using the
provide accurate
Information
descriptive
feedback to
further learning
differentiate
instruction by
checking where
student is in
relation to
learning
outcomes

Assessment
AS Learning
provide accurate
descriptive
feedback to
develop
independent
learning habits
student must focus
on the task and
learning, not
product

provide students
provide feedback
ideas for adjusting,
rethinking learning

Assessment
OF Learning
indicate each
students level of
learning
provide the
foundation for
discussions on
placement or
promotion
report fair,
accurate, and
detailed
information to
decide the next
steps in learning

QUESTIONS:

How does assessment affect how

teachers view learning?

How does our concept of

assessment change our views
about Motivation?

In teaching, certain decisions have to be made:

Evaluation

1. Ed has difficulty adding fractions.

2. My teaching method is not effective
for this group of students.
3. Maria should get a failing grade.
4. Rodney should take Math II again.
5. Spend more time in teaching the
different sentence patterns.

Measurement

Quantitative
e.g. Test

FORMULATING
INSTRUCTIONAL
OBJECTIVES

Qualitative

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What is a TEST?
Test is a quantitative measuring
instrument that provides
objective information, which we
combine with subjective
impressions, to make better
educational decisions.

TYPES OF EVALUATION
Formative Evaluation
occurs during instruction and establishes whether
or not students have achieved sufficient mastery
of skills and whether further instruction on these
skills is needed.
purpose is to determine what adjustments to
instruction should be made.
is based on formally developed assessment
strategies (quizzes, seatworks, homeworks, ).

TYPES OF EVALUATION
Summative Evaluation
occurs at the conclusion of instruction (end of
unit/year) and is used to certify student
achievement and end-of-term grades.
is a basis for promoting or grouping students
(i.e. ability grouping).
helps determine whether teaching procedures
should be changed next school year.

TYPES OF EVALUATION
Diagnostic Evaluation
occurs before or during instruction when
difficulties in learning happen or are anticipated.
is concerned with skills and other characteristics
that are prerequisites to the current instruction or
that enable the achievement of instructional
objectives.

Examples: achievement test, periodic test,

chapter test, unit test,

Example: diagnostic test, pretest

TYPES OF EVALUATION
Preliminary Evaluation

What influences the choice of

Instructional Objectives?

occurs during the first days of school and

provides a basis for expectations
throughout the school year.

National Goals
Societal Goals

Instructional
Objectives

TEST

School Goals

happens naturally (like teachers

spontaneous informal observations and
oral questions concerned with students
skills and attitudes.

Curricular Goals

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THE 3-STAGE CLASSROOM MODEL

Content
Validity

CHARACTERISTICS OF
INSTRUCTIONAL OBJECTIVES
S : specific, short, simple
M : measurable

Stage 1

Stage 2

Stage 3

Instructional
Objectives

Instructional
Activities

Test

A : attainable
R : realistic, relevant
T : time-bound

THE 3-STAGE CLASSROOM MODEL

Content
Validity

Stage 1

Stage 2

Stage 3

Instructional
Objectives

Instructional
Activities

Test

Distinguish learning outcomes from

learning activities.
At the end of the lesson, students shall be able to:
1.
2.
3.
4.
5.

identify pictures of words that sound alike

evaluate an appreciation of poetry
subtract polynomial expressions
use appropriate punctuation marks
sing the Philippine National Anthem

LEARNING
OUTCOMES

LEARNING
ACTIVITIES

ends
effect

means/medium
cause

Sample
action words:
identify
recall
write

Sample
action words:
study
watch
listen

Critique on the following instructional

objectives.
1.
2.
3.
4.
5.
6.
7.
8.

understand the water cycle

know how to punctuate a sentence
show knowledge of food preparation
solve a problem on circular functions
estimate the sum and product
demonstrate understanding of supply and demand
perform operations on functions
enjoy speaking a foreign language

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THE ROLE OF EVALUATION IN EDUCATION

Prepare instructional objectives.

Pre-assess learners needs.

Provide relevant instruction.

monitor learning progress
diagnose learning difficulties

Evaluate intended outcomes.

Improvement of learning
and instruction.

Marking and reporting

to parents.

Use of results for other

school purposes.