ASSESSMENT

• Assessment is derived from the Latin assidere

which means “to sit beside” (wiggin, 1993)
• Is the process of gathering evidence of students’
performance over a period of time to determine
the learning and mastery of skills.
• Such evidences of learning can take the forms of
dialogue record, journals, written work, portfolios,
tests and other learning tasks.
• Assessment requires review of journal entries,
written work, presentation, research papers,
essays, story written, test results.
• Goal of assessment is to improve student learning
and provide student, parents and teachers with
reliable information regarding student progress
and extent of attainment of the expected
learnings outcomes.
• Use as basis, the levels of achievement and
standards required for the curricular goals
appropriate for the grade or year level.
• Assessment of skill attainment is relatively easier
than assessment of understanding and other
mental ability. Skills can be practiced and are
readily demonstrable.
• Assessment of understanding is much more
complex. We can assess a person’s knowledge in a
number of ways but we need to infer from certain
indicators of understanding through written
description.
 EVALUATION

• Originates from the root word “value” and so

when we evaluate, we expect our process to
give information regarding the worth,
appropriateness, goodness, validity or
legality of something for which a reliable
measurement has been made.
• Evaluation is a process designed to provide
information that will help us to make a
judgment about a particular situation.
• Evaluation involve data collection and
analysis and quantitative and qualitative
methods.
• Evaluation can help educators determine the
success of their academic program and signal
efforts to improve student achievement.
• It can also help identify the success factors of
programs and projects.
 Two Broad Categories of Evaluation

1. Formative Evaluation
• Is a method of judging the worth of a
program while the program activities are in
progress.
• This type of Evaluation focuses on the
process.
• Results of formative evaluation give
opportunities to the proponents, learners and
teachers how well the objectives of program
are being attained. Its main objective is to
determine deficiencies so that the
appropriate interventions can be done.
• It may also be used in analyzing learning
materials, student learning and achievements
and teacher effectiveness.
2. Summative Evaluation

• Is a method of judging the worth of a

program at the end of the program activity.
• The focus is on the result.
Instrument use to collect data for summative evaluation
are:
• Questioner
• Survey forms
• Interview/observation guide
• Tests
Summative evaluation is designed to determine the
effectiveness of a program or activity based on it’s avowed
purposes
Techniques for summative evaluation by Scriven:
• Pretest – Posttest with one group.
• Pretest – Posttest with experimental and control group
• One group descriptive analysis
The subject of evaluation is wider than assessment which
focuses specifically on student learning outcomes. To
summarize we measure, we assess, we evaluate.
 Assessment FOR, OF and AS Learning
• The preposition “for” in assessment FOR learning implies
that assessment is done to improve and insure learning.
This is referred to as FORmative assessment, assessment
that is given while the teacher is in the process of student
information. It ensure that learning is going on while
teacher is in the process of teaching
• Formative assessment also includes the pretest and the
posttest. This is also termed pre-assessment.
 Why the pretest?
• It is to find out where the students are or determine their
entry knowledge or skills so teacher knows how to adjust
instructions.
Why the posttest?
• It is to find out if the intended learning outcome has been
attained after the teaching-learning process.
Why do this have to take place?
• To ensure learning, thus the term assessment FOR
learning.
• Assessment OF learning is usually given at the end
of a unit, grading period or a term like a semester.
It is meant to assess learning for grading purposes,
thus the term assessment OF learning.
• Assessment AS learning is associated with self-
assessment. As the term implies, assessment by
itself is already a form of learning for the students.
• As they are engaged in self-assessment, they learn
about themselves as learners and become aware
of how they learn.
• By assessing their own learning, they are learning
at the same time.
 Assessment
AS
Learning

Assessment Assessment
FOR OF
Learning Learning

Assessment

Figure 1. Various Approaches to Assessment