Basic Concepts in

Assessment
Assessment of Learning 1
Antonio Jr. T. Enerio
Assessment
• It refers to the different
components and activities of
different schools.
• It is defined as an act or process
of collecting and interpreting
information about student
learning.
• It is a systematic process of
gathering, interpreting, and
using this information about
student learning.
Assessment
• It is a powerful tool for
educational improvement.
• It provides feedback to students
and serve as diagnostic tool for
instruction
• The most common form of
assessment is giving a test.
Test
• It is a formal and systematic
instrument, usually paper and
pencil procedure designed to
assess the quality, ability, skill or
knowledge of the students by
giving a set of question in
uniform manner.
• It is one of the many types of
assessment procedure used to
gather information about the
performance of the student.
Testing
• It is one of the different methods
used to measure the level of
performance or achievement of
learners.
• It refers to the administration,
scoring, and interpretation of the
procedures designed to get
information about the extent of
the performance of the students.
Measurement
• It is the process of quantifying
or assigning number to the
individual’s intelligence,
personality, attitudes and values,
and achievement of students.
• It expresses the assessment data
in terms of numerical values and
answers the question, “how
much?”
Measurement
• After collecting the assessment
data, the teacher will use this to
make decisions or judgment
about the performance of the
students in a certain instruction.
Evaluation
• It refers to the process of
judging the quality of what is
good and what is desirable.
• It is the comparison of data to a
set of standard or learning
criteria for the purpose of
judging the worth or quality.
Types of Assessment
Procedures
• Nature of assessment
• Format of assessment
• Use in the classroom
instruction
• Methods of interpreting the
results
Nature of assessment
• Maximum Performance
It is used to determine what
individuals can do when
performing at their best.
Examples of instruments
using maximum performance
are aptitude tests and
achievement tests.
Nature of assessment
• Typical Performance
It is used to determine what
individuals will do under natural
conditions.
Examples of instruments
using typical performance are
attitude, interest and personality
inventories, observational
techniques and peer appraisal.
Format of assessment
• Fixed-choice Test
It is an assessment used to
measure knowledge and skills
effectively and efficiently.
Standard multiple-choice
test is an example of
instrument used in fixed-
choice test.
Format of assessment
• Complex-performance
assessment
It is an assessment procedure
used to measure the performance of
the learner in contexts and on
problems valued in their own right.
Examples of instruments used in
complex-performance assessments
are hands-on laboratory
experiment, projects, essays, oral
presentation
Role of Assessment in
Classroom Instruction
• “Teaching and Learning are
reciprocal processes that
depend on and affect one
another.”
• The assessment component of
the instructional processes deals
with the learning progress of the
students and the teacher’s
effectiveness in imparting
knowledge.
Role of Assessment in
Classroom Instruction
• Assessment enhances learning
in the instructional processes if
the result provides feedback to
both students and teachers.
• The information obtained from
the assessment is used to
evaluate the teaching
methodologies and strategies of
the teacher.
Role of Assessment in
Classroom Instruction
There are four roles of
assessment used in the
instructional process:
• Placement Assessment
• Formative Assessment
• Diagnostic Assessment
• Summative Assessment
Beginning of Instruction
Placement Assessment
It is concerned with the
entry performance and
typically focuses on the
questions:
Does the learner posses the
knowledge and skills needed
to begin the planned
instruction?
Beginning of Instruction
Placement Assessment
It provides information about
the lacking competencies such
as knowledge and skill.
The purpose of this is to
determine the prerequisite
skills, degree of mastery of the
course objectives and the best
mode of learning.
During Instruction
It monitors student’s learning
It sets teaching at a level that
challenges students’
metacognitive skills or high-
level thinking
During Instruction
The main concern of a
classroom teacher is to monitor
the learning progress of the
students.
The teacher should assess
whether students achieved the
intended learning outcomes set
for a particular lesson.
During Instruction
Formative Assessment
It is a type of assessment
used to monitor the learning
progress of students during
instruction.
During Instruction
Formative Assessment
The purposes are:
• to provide immediate feedback
to both student and teacher
about the success and failures
of learning;
• to identify the learning errors
that are in need of correction
During Instruction
Formative Assessment
The purposes are:
• to provide teachers with
information on how to modify
instruction;
• to improve learning and
instruction
During Instruction
Diagnostic Assessment
The purposes are:
• to determine the level of
competence of the students;
• to identify the students who
already have knowledge about
the lesson;
During Instruction
Diagnostic Assessment
The purposes are:
• to determine the cause of
learning problems that cannot
be revealed by formative
assessment;
• to formulate a plan for
remedial action
During Instruction
Diagnostic Assessment
The purposes are:
• to determine the cause of
learning problems that cannot
be revealed by formative
assessment;
• to formulate a plan for
remedial action
End of Instruction
Summative Assessment
It is a type of assessment
usually given at the end of a
course or unit.
It monitors whether the
learner mastered the basic
contents ,knowledge and skills
required for the learner activity.
End of Instruction
Summative Assessment
The purposes are:
• to determine the extent to which
the instructional objectives have
been met;
• to certify student mastery of the
intended learning outcomes as
well as use it for assigning grades;
End of Instruction
Summative Assessment
The purposes are:
• to provide information for
judging appropriateness of the
instructional objectives;
• to determine the effectiveness
of instruction
Pre-instruction- prior knowledge
During instruction- students’
progress
Post-instruction assessment –
mastery
• To determine the students’
entry behaviour
• To determine the objectives
has been attained or not
• To determine students’
strengths and weakness
• To rate the students’
performance for the
purpose of giving grades
• To improve teaching-
learning process.
 • What the students are
Placement and what they already
know

• Students' weakness
Diagnostic for remedial
instruction

Evaluation is
used to
determine
• If instructional
objectives are
Formative
achieved

• If the students master

the objectives for the
Summative purpose of giving
grades
• Placement
• Diagnostic
• Formative
• Summative
• Used to determine the entry
behaviour of the pupils
• Used to determine the
performance at the beginning
of instruction
• GOAL: to determine the
position in instructional
sequence and the mode of
evaluation .
• To determine the specific
learning needs of the students .
• Strength and weaknesses
• Pre-tests - on content and abilities
• Self-assessments - identifying skills
and competencies
• Discussion - board responses
on content-specific prompts
• Interviews - brief, private,
10-minute interview of each
student
• Assessment during the
instruction
• Helps detect which students
need attention
• Observations during in-class activities
of students’ non-verbal feedback
during lecture
• Homework exercises as review for
exams and class discussions
• Reflections journals that are reviewed
periodically during the semester
• Question and answer sessions, both
formal-planned and informal-
spontaneous
• Conferences between the
instructor and student at
various points in the semester
• In-class activities where
students informally present
their results
• Student feedback collected by
periodically answering specific
question about the instruction
and their self-evaluation of
performance and progress
• To determine the mastery at the
end of the course
• Overall assessment
• Achievement at the end
• Used to primarily for assigning
course grade
Examinations - major, high-stakes
exams
Final examination - a truly
summative assessment
Term papers - drafts submitted
throughout the semester would be a
formative assessment
Projects - project phases submitted
at various completion points could
be formatively assessed
Portfolios - could also be assessed
during it’s development as a
formative assessment
Performances
Student evaluation of the course -
teaching effectiveness
Instructor self-evaluation
• Used to determine the
effectiveness of the teacher’s
method
• Used to give meaning to students’
effort in their quest for quality
learning
• Used to justify the request and
utilization of supplies ,materials
and equipment of the schools
operation
• Used to plan for and improve
the next educational activities
• Used to give recognition and awards
to best- performing individual
• Used to promote quality assurance
within and outside of the school.