ASSESSMENT OF LEARNING

IILO (Institutional Intended Learning Outcome)

PILO (Program Intended Learning Outcomes)
CILO (Course Intended Learning Outcomes)
ILO (Intended Learning Outcomes)

NATURE AND ROLES OF ASSESSMENT

Test - is a tool comprised of a set of question administered during a fixed
period of time.
Testing
- is the standardized measuring of performance.
-a set of questions administration during a fixed period of time.
- systematic procedure for gathering information.
Measurement - (tools, quizzes, written) - old french (mesure) means limit or
quantity
- quantitative description
TYPES OF TEST
According to mode of response
 Oral Test - answers are spoken
 Written Test - activities wherein students either select or provide a
response to a prompt.
 Performance Test - activities that require students to demonstrate their
skills or ability to perform specific actions.
According to ease of Quantification of response
 Subjective Test - elicits varied responses. It include restricted and
extended-response essay.
According to Mode of Administration
 Individual Test - is given to one person at a time.
Learning Disabilities LD - are neurological disorders that impede a learner’s
ability to store.
Dyslexia - struggling in reading
Dyscalculia - Math
Dysgraphia - writing
Dyspraxia - motor skills
Dysphasia - language
 Group Test - administrated to class of students or group of examinees
simultaneously.
According to Test Constructor
 Standardized Test - prepared by specialist who are versed in the principles
of assessment.
 Non-standardized Tests - prepared by teachers who may not be adept at
the principles of test construction.
According to Nature of Answer
 Personality Test - behavioral test
 Achievement Test - series of learning.
measure student’s learning as a result of instruction and
training experiences.
Aptitude Test - determine a student’s potential to learn and do new tasks.
 Intelligence Test -(nature/innate) measure learner’s innate intelligence or
mental ability.
 Sociometric Test - (social), measures interpersonal relationships in a
social group.
 Vocational Test - (skills/hands on output), assess individual’s
knowledge,skills, & competence in a particular test.

ASSESSMENT comes from the Latin word assidére w/c means “to sit beside a
judge”.

Nature of Assessment
Maximum performance - achieve when learners are motivated to perform
well.
Typical Performance - include attitude, interest and personality inventories.

Purposes of Assessment
3 interrelated purposes of assessment
1. Assessment for Learning (AFL) ila-ilahon ang studyante
- pertains to diagnostice & formative.
used to determine learning needs, monitor academic progress.
Ex. Pre-test, written ass., quizzes
2. Assessment as Learning (AaL)
- diagnostic test no review but they will learn
- employs tasks or activities that provide students w/ an opportunity to
monitor and further their own learning.
3. Assessment of Learning (AoL)
- to check how far the students had acquire.
- summative done at the end of a unit.

Evaluation - comes in after the data had been collected from an assessment
task.

RELEVANCE OF ASSESSMENT
 Students - learner centered. They take responsibility for their own learning
 Teachers - assessment informs instructional practice. It gives teachers
information about a student’s knowledge and performance base.
 Parents - Education is a shared partnership. They are involved in the
assessment process.
 Administration and Program Staff - administrators and school planners use
assessment to identify strengths and weaknesses of the program.
 Policymakers - assessment provides information about student’s
achievements w/c in turn reflect the quality of education being
provided by the school.

CHAPTER 2

1. Placement Assessment - basically used to determine a learner’s entry

performance. Also used to determine if students have
already acquired the intended outcome.
2. Formative Assessment - Mediates the teaching and learning process. It is
learner-centered and teacher-directed.
3. Diagnostic assessment - is intended to identify learning difficulties during
instruction.
4. Summative Assessment - is done at the end of instruction to determine the
extent to w/c the students have attained the learning outcomes.

Chapter 3
Appropriate & Alignment of Assessment Methods to Learning Outcomes

Taxonomy of Learning Domains

A. Cognitive (knowledge-based)
- relating to, being, or involving conscious intellectual
activity (such as thinking, reasoning, or remembering).

B. Psychomotor (Skill-based)
- focuses on physical and mechanical skills involving
coordination of the brain and muscular activity.
Taxonomy of Psychomotor
 Observing - active mental attending of a physical behavior.
 Imitating - attempted copying of a physical behavior.
 Practicing - trying a specific physical activity over and over.
 Adapting - Making minor adjustments in the physical activity in order to
perfect it.
C. Affective (Values, attitude, and interest)
- emphasizes emotional knowledge.
Taxonomy of Affective
 Receiving
 Responding
 Valuing
 Organizing
 Internalizing Values

TYPES OF ASSESSMENT METHODS

1. Selected-Response Format - students select from a given set of options

to answer a question or problem, there is only
one correct or best answer.
- ex. Multiple choice, true/false
2. Constructed-Response Format - demands that students create or
produce their own answers in response to a
question, problem or task.
- ex. Essay, oral questioning
 Brief-constructed response items - require only short responses from
students.
 Performance Assessment - require students to perform a task rather
than select from a given set of options.
 Essay Assessment - involve answering a question or proposition in
written form.
 Oral questioning - is a common assessment method during instruction to
check on student.

3. Teacher Observations - are a form of on-going assessment, usually

done in combination w/ oral questioning.
- teachers regularly observe students to check on
their understanding.
4. Student Self-Assessment - one of the standard of quality assessment.
 - It is a process where the students are given
a chance reflect and rate their own work.

Learning Target - defined as a description of performance that includes what

learners should know and able to do.

CHAPTER 4 VALIDITY & RELIABILITY

Validity - is a term derived from the Latin word validus, meaning strong.
- it is deemed valid if it measures what is supposed to.
- is the extent to which a concept, conclusion or measurement is
well-founded and likely corresponds accurately to the real world.

A. Content-Related Evidence
- pertains to the extent to w/c the test covers
the entire domain of content.
Face Validity - the degree to which a procedure, especially a psychological
test or assessment, appears effective in terms of its stated
aims.
Instructional Validity - an assessment is systematically sensitive to the
nature of instruction offered.
Table of Specification (TOS) - it is recommended that the teacher
constructs a two-dimensional grid.
B. Criterion-Related Evidence
- refers to the degree to w/c test scores agree
w/ an external criterion. Related to external validity.
2 types :
1. Concurrent validity - provides an estimate of a student’s current
performance in relation to previously validated or
established measure.
2. Predictive Validity - pertains to the power or usefulness o test scores to
predict future performance.

C. Construct-Related Evidence
- an assessment of the quality of the instrument used.
 - measures the extent to w/c the assessment is a meaningful
measure of a unobservable trait.

2 methods of construct validity

1. Convergent - validity occurs when measures of construct that are
related are in fact observed to be related.
2. Divergent - occurs when construct that are unrelated are in reality
observed not to be
Triangulation
- a technique to validate results through cross verification from 2 or
more sources.
RELIABILITY
- talks about reproducibilty & consistency in methods & criteria.
- an assessment is said to be reliable if it products the same results if
given to an examine on 2 occasions.
TYPES OF RELIABLITY
1. Internal Reliability - assess the consistency of results across items w/in a
test.
2. External Reliability - gauges the extent to w/c a measure varies frome one
use to another.

SOURCES OF RELIABLITY EVIDENCE - 5 classes:

A. Stability - the test-retest reliability correlates scores obtained from 2
administrations of the same test over a period of time.
B. Equivalence - parallel forms of reliability ascertain the equivalency of
forms.
C. Internal Consistency - implies that the student who has mastery learning
will get all or most of the items correctly while a
student who knows little or nothing about the
subject matter will get all or most of the items wrong.
D. Scorer or Rater Consistency - people do not necessarily rate in a similar
way.
E. Decision Consistency - describes how consistent the classification are
rather than how consistent the scores are.
CHAPTER 5
PRACTICALITY & EFFECIENCY

 Familiarity with the Method

- about the assessment method you select
- the strength & weaknesses of the method
- how to administer & score
 Time Required
- construct the assessment.
- for the students to complete the assessment.
- to grade the assessment.
 Ease in Administration
- the test should be easy to conduct.
- instructions must be clear & complete.
- vague instructions will confuse students & provide incorrect
response.
 Ease of Scoring
- scoring process should fits into the time allocation.
- should be accompanied w/ scoring rubrics; key answers.
 Ease of Interpretation
- provide sufficient information so that whatever interpretation is
made is accurate.
 Cost
- assessment are inexpensive.
- does not exceed available material.
- productive but minimum effort.