ASSESSMENT

As teachers, we are continually

faced with the challenge of
assessing the progress of our
students as well as our own
effectiveness as teachers.
 ASSESSMENT

Assessment decisions could

substantially improve student
performance, guide the teachers
in enhancing the teaching-
learning process and assist policy
makers in improving the
educational system.
 ASSESSMENT

However, poor assessment

procedures could adversely affect
the students, teachers and
administrators.
 ASSESSMENT

Paper-pencil testing is inadequate

to measure other important skills
needed for people to function
effectively in today’s world.
 ASSESSMENT

The most common method of

assessing student learning is
through tests despite of some
criticisms leveled against
using it.
 ASSESSMENT

Tests, coupled with other

observational performance-based
techniques, provide a powerful
combination for objective and
precise assessment procedure.
 ASSESSMENT:
Educational Measurement

The quantities and qualities of

interest in the field of education
are more abstract, unseen and
cannot be touched which make
measurement process in more
difficult.
 ASSESSMENT:
Types of Measurement

 Objective measurements do not

depend on the person taking the
exam that is why it is referred
stable.
 Subjective measurements often
differ from one assessor to
another.
 ASSESSMENT:
Roles in the Teaching Learning Process

SUMMATIVE ROLE
Summative Assessment tries to
determine the extent to which the
learning objectives for a course are
met and why.
 ASSESSMENT:
Roles in the Teaching Learning Process

DIAGNOSTIC ROLE
Diagnostic Tests tries to
determine and bridge the learning
gaps of the students.
 ASSESSMENT:
Roles in the Teaching Learning Process

FORMATIVE ASSESSMENT
In this role, teachers are guided
on his day-to-day teaching activity
and allows him to redirect and
refocus the course of teaching a
subject matter.
 ASSESSMENT:
Roles in the Teaching Learning Process

Pointers for formative assessment

• There should be an achievement
continuum at every level of
instruction
• Criteria and standards be well-
defined at the beginning of the
leaning process
 ASSESSMENT:
Roles in the Teaching Learning Process

Pointers for formative assessment

• Criterion-referenced test should
be administered
• Students should always be
informed of their progress
• Enrichment/remedial/opportunit
ies should be made availabe
 ASSESSMENT:
Roles in the Teaching Learning Process

PLACEMENT
This form of assessment
determines the appropriate
placement of a student both in
terms of achievement and aptitude.
 ASSESSMENT:
Evaluation of Learning and Programs

EVALUATION
Provides a tool for determining
the extent to which an educational
process or program is effective and
at the same time indicates
directions for remediating processes
of the curriculum.
 ASSESSMENT:
Evaluation of Learning and Programs

PROGRAM EVALUATION
contributes to quality services
by providing feedback from
program activities and outcomes to
those who can introduce changes in
the program or who decide which
services are to be offered.
 ASSESSMENT:
Summary of Concepts

EVALUATION
Is the process of gathering and
interpreting evidence regarding the
problems and progress of
individuals in achieving desirable
educational goals.
 ASSESSMENT:
Summary of Concepts

Chief Purpose of Evaluation

The improvement of the

individual learner
 ASSESSMENT:
Summary of Concepts

Other Purposes of Evaluation

 Maintains standard
 Select students
 Motivate learning
 Guide learning
 Furnish instruction
 Appraise educational
instrumentalities
 ASSESSMENT:
Summary of Concepts

Functions of Evaluation

 Prediction
 Diagnosis
 Research
 ASSESSMENT:
Summary of Concepts

Areas of Educational Evaluation

 Achievement
 Aptitude
 Interest
 Personality
 ASSESSMENT:
Summary of Concepts
A well-defined system of evaluation:

 Enables one to clarify goals

 Checks upon each phase of
development
 Diagnose learning difficulties
 Plan carefully for remediation
 ASSESSMENT:
Summary of Concepts

A well-defined system of evaluation:

 Enables one to clarify goals
 Checks upon each phase of
development
 Diagnose learning difficulties
 Plan carefully for remediation
 ASSESSMENT:
Summary of Concepts
Principles of evaluation:
 Evaluation must be based on
previously accepted educational
objectives
 Evaluation should be continuous
comprehensive and a cumulative
process
 Evaluation should recognize that the
total individual personality is
involved in learning
 ASSESSMENT:
Summary of Concepts
Principles of evaluation:
 Evaluation should be democratic and
cooperative
 Evaluation should be positive and
action-directed
 Evaluation should give opportunity to
the pupil to become increasingly
independent in self-appraisal and
self-direction
 ASSESSMENT:
Summary of Concepts

Principles of evaluation:
 Evaluation should include all
significant evidence from every
possible source
 Evaluation should take into
consideration the limitations of the
particular educational situations
 ASSESSMENT:
Summary of Concepts

MEASUREMENT
 Is a part of the educational
evaluation process whereby some
tools or instruments are used to
provide a quantitative description of
the progress of students towards
desirable educational goals.
 ASSESSMENT:
Summary of Concepts

TEST or TESTING
 Is a systematic procedure to
determine the presence or absence of
certain characteristics or qualities in
a learner