COURSE OUTLINE

I. Course Number: Ed 18

II. Course Title: Assessment in Learning 1

III. Course Description:

The course focuses on the development and utilization of assessment

tools to improve the teaching learning process. It emphasize the use of testing
by measuring knowledge, comprehension and other thinking skills it allows the
student to go through the standard steps in test construction for quality
assessment.

IV. CREDIT: 3 units/ 54 hrs

V. COURSE OBJECTIVES:

Upon completion of the course, student should be able to:

1. Gain in depth understanding of the basic concepts on principles of

measurement, assessment and evaluation.

2. Construct an objective type of test measuring H.O.T.S performance

based test and Rubrics:

3. Calculate and apply descriptive statistics for analyzing, interpreting, and

reporting assessment data:

4. Define the different types of reliability and validity and describe how they
are used to evaluate aspects of a test or testing procedures;

5. Apply statistical procedures in standardizing test

6. Construct a computerized item analysis on a test

7. Recognized both potentialities and limitations of the various test and

assessment procedures used in schools;

8. Demonstrate knowledge of current trends and issues in assessment

including ethical consideration

IV. REQUIRED TOPICS:

I. Orientation: Vision, Mission, Goals and Objectives of Saint Michaels

College
a) Meaning of VMGO of Saint Michael’s College

b) Course Orientation

c) Students’ Expectation Check

CED Gabay

II. CONCEPTS IN ASSESSING STUDENT LEARNING

1. Introduction and Diagnostic Test

2. Definition of Terms

3. Scope and Assessment

4. Function of Assessment

5. Principles of Assessment

6. Recent Trends in Classroom Assessment

7. Norm and Criterion Reference

8. Measurement

III. ROLES OF ASSESSMENT IN MAKING INSTRUCTIONAL DECISIONS

1. Placement Purposes

2. Formative Purposes

3. Diagnostic Purposes

4. Summative Purposes

IV. PRINCIPLES OF HIGH QUALITY ASSESSMENT

V. SOCIAL, LEGAL AND ETHICAL IMPLICATIONS OF TEST

1. Criticism of testing

2. Ethical and Unethical Testing Principles

3. Factors Influencing Test Construction and Test Performance

VI. ESTABLISHING LEARNING TARGETS (TOS)

1. Preparation of Classroom Assessment

2. Role of Measurement and Assessment in teaching

2.1. Criterion and Norm- Referenced Interpretation

2.2. Instructional Goals and Objectives: Basis for Assessment

2.3. Classification of Learning Outcomes

2.4. Categories of Learning Outcomes

2.5. Components and Selection of Instructional Objectives

2.6. Conveying Instructional Objectives to Students

VII. Development of Classroom Assessment

Roles of Assessment in types of Classroom Test Objective Tests

1. Essay Items

2. Multiple Choice Items and kinds

3. Alternate- Choice items; True-False type and Other Variations

4. Matching Type Items

5. Completion Type

6. Recognition type

7. Rearrangement type

8. Advantage and Disadvantages of each type of test

VIII. Item Analysis

1. Procedure in item analysis

2. Computation of the discrimination value

3. Computation of the proportion of the difficulty value

IX. MEASURE OF CENTRAL LOCATION ANS OTHER POINT OF MEASURES

1. Describing and Interpreting Scores

2. Different Statistical Tools to Describe and Interpret Scores of Students

3. Norm-Referenced Interpretation

4. Tabular and Graphical Presentation of Data

5. Preparation

6. Interpretation

7. Descriptive Statistics

8. Measures of Central Tendency

9. Measures of Variability

10. Standards Scores

11. Criterion-referenced interpretation

12. Percentage Scores

X. Measures of Variation

1. Data Interpretation Using The Measure Of Variability and standards scores

2. Range

3. Deviation

4. Standard Deviation

5. Standard Scores

XI. Measures Of Correlation For Stablishing Reliability And Validity Of

Assessment Tools

1. Pearson Product- Moment Correlation

2. Spearmen Rank- order Correlation Coefficient

3. Point Biserial Coefficient of Correlation

4. Phi. Correlation Coefficient

XII. Modes of Assessment: Development, Scoring and Validation

1. Traditional Assessment

2. Performance Based Assessment

3. Rubrics

4. Portfolio Assessment

XIII. Grading and Reporting

1. Grading

2. Averaging

3. Cumulative

4. Competency Profiling

5. Individual

6. Class

7. Grading Purposes

XIV. Current Trends and Issues in Testing and Assessment

1. Code Of Professional Responsibilities In Educational Measurement

VII. GENERAL COURSE REQUIREMENT

 Regular Attendance
 Complete Number Of quizzes
 Active Class Participation
 Learning Portfolios- evidence of their performance by preparing which will
contain documents and other evidence demonstrating proficiency in data
processing using technologies
 Projects
 Have taken the major examination

VIII. BOOK

De Guzman Santos Rosita, et. Al , (2012), Assessment of Learning

Outcomes 1

Quezon City , Lonmar Pub.

Acknowledgement

I would like to express my unending gratitude to our almighty God for

continually guiding us in preparation and completion of this work, for every

blessings being bestowed on me.

I wish also to acknowledge the following person who is instrumental in

the realization of this endeavor.

Mr. Mario and Mrs. Wilhma Cabahug- for being so supportive to my studies,

for their financial support and for motivating me to finish this work. I am not

who I am right now without you thank you and I love you mama and papa

To my Bothers- for their patience and understanding when I wasn’t able to do

my responsibilities at home and for cheering me up thank you guys.

To my teacher- for being our adviser in this Professional Education subject. For

being our second mother in school and for sharing us her thoughts and ideas

regarding this subject matter and for guiding us throughout this semester.

To St. Michael’s College- for being our second home and molding us to become

a better individual physically, spiritually and mentally.

THANK YOU
Introduction

Assessment is one of the most significant areas of an educational system. It

defines what students take to be important, how they spend much of their academic

time and in many ways how they value themselves. Rowntree (1987: 1) says of

assessment "If we wish to discover the truth about an educational system, we must

look into its assessment procedures."

Assessment is more than grades, To many, the word "assessment" simply means the

process by which we assign students grades. Assessment is much more than this,

however. Assessment is a mechanism for providing instructors with data for improving

their teaching methods and for guiding and motivating students to be actively involved

in their own learning. As such, assessment provides important feedback to both

instructors and students.

Assessment is Feedback for Both Instructors and Students. Assessment gives

us essential information about what our students are learning and about the extent to

which we are meeting our teaching goals. But the true power of assessment comes in

also using it to give feedback to our students. Improving the quality of learning in our

courses involves not just determining to what extent students have mastered course

content at the end of the course; improving the quality of learning also involves

determining to what extent students are mastering content throughout the course.
 Principles of Assessment
 It is an integral part of teaching
 It should match with performance objectives
 It must be fed back to the learners
 It should be assessed in variety of ways
 It contributes to the culture of success
 Emphasized on self-assessment
 Teacher need to believe that all is capable of learning
 It must be communicated to parents regularly
 It must not be used as form of discipline or punishment
 Emphasize on real world application that favors realistic
performance

Assessment

-Latin word assiders “to sit with”

ROLE OF ASSESMENT

 BEGINNING OF INSTRUCTION
 PLACEMENT ASSESMENT– determine the pre-requisite skills, degree of
mastery of the course objectives and the best mode of learning
 DURING INSTRUCTION
 FORMATIVE ASSESSMENT- used to monitor the learning progress
during instruction, provide immediate feedback, success and failures of
learning.
 DIAGNOSTIC ASSESSMENT- given at the beginning or during instruction
 END OF INSTRUCTION
 SUMMATIVE ASSESSMENT- given at the end of the course or unit.
Diagnostic Test

 Diagnostic tests measure students' understanding of a subject area or skills base.

Teachers typically administer diagnostics for reading and math skills, using the
results to provide remedial instruction or place students within appropriately
leveled classes.

Formative Assessment
 help students identify their
 The goal of formative assessment is to
strengths and weaknesses and
monitor student learning to provide ongoing feedback target areas that need work
that can be used by instructors to improve their • help faculty recognize where
teaching and by students to improve their learning. students are struggling and
address problems immediately
More specifically, formative assessments:

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an

instructional unit by comparing it against some standard or benchmark. Summative
assessments- are often high stakes, which means that they have a high point value. Examples
of summative assessments include:

• A midterm exam

• A final project

• A paper

• A senior recital

Criterion Referenced

 An assessment where an individual performance is compared to a specific learning

objective or performance of other student.

Norm-Referenced

 An assessment where students performance are compared to a leader group. Its

purpose is usually to sort students and not to measure achievement towards some
criterion of performance.

Contextualized
 Language skills learned from home. Focus on item or subjects in home
Decontextualized

 Language skills learned from school, the focus of conversation is mostly

Measurement Model

 Impose strong requirements on date quality in order to achieve the unit of

measurement that is to think with one another.

Standard measurement

 Accepted or approved instance or example of a quantity or quality against

which others are judged or measured

Teacher Centered

 Students put all their focus on the teacher. The teacher talks while students
listen.

Student centered

 Students and instructors share the focus. Instead of listening to the teacher,
students and teacher interacts equally

Teacher

 Want their student to enjoy the learning process and they want the classroom to be
orderly and controlled.

Peer

 One of the ways in which students internalize the characteristic of quality work is by
evaluating the work of their peers

Self- Assessment

 Student can became better language learners when they engaged in deliberate
thought about what they are learning and how they are learning it.

Assessment for
learning:
teachers using evidence about
students' knowledge,
measure, record and report on a
understanding and skills to
inform their teaching.
student's level of achievement in
Sometimes referred to as
‘formative assessment', it
usually occurs throughout the
teaching and learning process
to clarify student learning and
understanding.
3 types of assessment
Assessment of learning:
Assessment as learning:
use of a task or an activity to
Students are their own
assessors. Students monitor
their own learning, ask questions
regards to specific learning
and use a range of strategies to
expectations. These are often
decide what they know and can
known as summative
do, and how to use assessment
assessments.
for new learning.

Sample of Table of Specification

Subject: Educ 18
Grading Period: Prelim
Teacher: Wilmarie J. Cabahug

Topics Nos. of Percentage No.

Recitation of the of Skills Total
Days lessons items K C Ap An S E no.
covered of
items
Principle of 3 20% 2 2 2
Evaluation
4 types of 2 13% 4 2 2 4
Evaluation
Classification 3 20% 10 10 10
of Test
Modes of 1 7% 1 1 1
Assessment
Assessment 2 13% 3 2 1 3
of Learning
Types of 1 7% 3 2 1 3
Validity
Taxonomy of 3 20% 2 2 2
Education
Total 15 100% 25 7 2 15 1 25

LOTS: 36% HOTS: 64%

 APPROPRIATE ASSESSMENT TOOLS

Teacher made test/ Authentic Performance Portfolio

paper-pencil
assessment

Types of Portfolio

Growth portfolio Showcase

portfolio Evaluation
Show portfolio
development Present the best
skill work

ITEM ANALYSIS

Item analysis is a process which examines student responses to individual

test items (questions) in order to assess the quality of those items and of
the test as a whole.

DIFFICULTY INDEX

 It is a measure of the proportion of examinees who answered the item correctly; for
this reason it is frequently called the p-value.

𝑹𝑼 + 𝑹𝑳
𝑫𝑰 = 𝑿 𝟏𝟎𝟎
𝑵
Interpretation

0.20-0.29 Most difficult Revised/Discard

0.30-0.39 difficult retain
0.40-0.59 moderately retain
0.60-0.69 Easy retain
0.70-0.80 up Most easy discard

Discrimination Index

 Item discrimination is the degree to which students with high overall exam scores
also got a particular item correct. It is often referred to as Item Effect, since it is an
index of an item’s effectiveness at discriminating those who know the content from
those who do not.
 𝑹𝑼 − 𝑹𝑳
𝑫𝑰 =
𝑵𝑸

Interpretation
0.40 UP VERY GOOD RETAIN
0.30-0.39 DIFFICULT RETAIN
0.20-0.29 MARGINAL ITEMS REVISED/ DISCARD
0.19 DOWN POOR ITEMS DISCARD

MEAN, MEDIAN AND MODE

The "mean" is the "average" you're used to, where you add up all the numbers and then
divide by the number of numbers. The "median" is the "middle" value in the list of numbers.
To find the median, your numbers have to be listed in numerical order, so you may have to
rewrite your list first. The "mode" is the value that occurs most often.

STANDARD DEVIATION and VARIANCE

Standard deviation and variance are statistical measures of dispersion of data, i.e., they represent
how much variation there is from the average, or to what extent the values typically "deviate" from
the mean (average). A variance or standard deviation of zero indicates that all the values are
identical.

Variance is the mean of the squares of the deviations (i.e., difference in values from the mean), and
the standard deviation is the square root of that variance. Standard deviation is used to identify
outliers in the data.

S.D= 𝑺 = √𝑺𝟐

S2= summation( x-x)2

n-1
SOURCES:

https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

http://www.wcer.wisc.edu/archive/cl1/flag/start/assess_intro.htm

http://www.gla.ac.uk/media/media_12158_en.pdf

http://www.diffen.com/difference/Standard_Deviation_vs_Variance

http://www.washington.edu/oea/services/scanning_scoring/scoring/item_analysis.html

http://syllabus.bos.nsw.edu.au/support-materials/assessment-for-as-and-of-learning