SY 2017-2018

1st sem
ASSESSMENT OF LEARNING 1

EUGELYN R. FELIX
Assistant Professor III
 TOPIC OUTLINE
Chapter 1. Basic Concepts in Assessment
1.0 Introduction
1.1 Educational Measurement
1.2 Assessment
1.3 Evaluation of Learning and Programs
Chapter 2. Principles of High Quality Assessment
2.1 Clarity of Learning Target
2.2 Appropriateness of Assessment Methods
2.3 Properties of Assessment Methods

Chapter 3. Development of Assessment Tools:

Knowledge and Reasoning
3.1 Types of Objective Tests
3.2 Planning a Test and Construction of Table of
Specification
3.3 Constructing True-False Test
3.4 Multiple Choice Tests
3.5 Matching Type and Supply Type Test Items
3.6 Essays
Chapter 4. Item Analysis and Validation
4.1 Item Analysis
4.2 Validation
Chapter 5. Introduction to Statistical Concepts
5.1 Statistical Organization of Scores
5.2 Measures of Central Tendency
5.3 Measures of Variability
5.4 Correlation
Chapter 6. Authentic and Alternative
Assessment Methods
6.1 Authentic Assessment
6.2 Classroom Assessment Techniques
6.3 Portfolio Assessment
6.4 Implications of Portfolios on Some Elements
of Education
 Chapter 1. Basic Concepts in Assessment

Teachers continually faced with the challenge of

assessing the progress of the students as well
as the effectiveness of the teacher.

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.

At the same time, poor assessment procedures

could adversely affect the students, teachers
and administrators
Not too long ago, assessment of learning was
confined to techniques and procedures for
determining whether or not cognitive
knowledge (memorization of facts and
theories) was successfully acquired.
Thus, assessment was confined to pencil-paper
testing of cognitive levels of learning
In the past two decades, educators and
educationists recognized that not only are we
expected to know facts and figures in today’s
society, but we are also expected to function
effectively in the modern world, interact with
other people, and adjust to situations
Such expectations have not been matched with
appropriate assessment methods which could
identify successful acquisition of skills other
than cognitive skills until the early to late
1990’s.
Consequently, the traditional assessment
method of pencil and paper testing identified
potentially high performing students who, in
later life, have not been successful in coping
with the demands of modern society.
In this course, our underlying philosophy would
be
“assessment for learning” rather than
“assessment of learning”
- Students are assessed in order to enhance the
teaching learning process guided by the
principle that education is a lifelong activity
and does not cease after one’s graduation
from school.
 Measurement
Thorndike and Hagen (1987) define
measurement as “the process of quantifying
observations and/ or descriptions about a
quality or attribute of a thing or person.”
The process of measurement involves three steps
1. Identifying and defining the quality or attribute
that is to be measured;
2. Determining a set of operations by which the
attribute may be made manifest and
perceivable; and
3. Establishing a set of procedures or definitions
for translating observations into quantitative
statement of degree or amount.
Methods of Data Collection
Data are generally collected through one or
more of the following methods:
1. Paper and pencil. Collection of data
through self-reports, interviews,
questionnaires, tests or other instruments
2. Systematic observation. Researcher looks
for specific actions or activities, but is not
involved in the actions being observed
3. Participant observation. Researcher is
actively involved in the process being
described and writes observations at a later
time
4. Clinical. Data are collected by specialists in
the process of treatment

McMillan (1997) stated that measurement

involves using observation, rating scales, or
any other non-test device that secures
information in a quantitative form
 Uses of educational Measurement

1. Direct instructional Decisions- observing, measuring

and drawing conclusions are ongoing activities in
most classrooms.
Teachers not only test students to see what they
have learned (diagnosing), but they also observe the
learning process
2. Instructional management decisions –
classification and decisions or counseling and
guidance decisions
3. Entry-Exit Decisions – tests are used to
help educators decide
(1.who should enter particular educational
institutions or programs of study (selection
decision)
(2) Who has completed the requirements to
leave that program (certification decisions)

4. Program, Administrative, and Policy

Decisions. Decisions that affect educational
programs, curricula and system
5. Decisions Associated with Expanding Our
Knowledge Base. Testing for educational
research
Educational Measurement
In the field of educational measurement, the
quantities and qualities of interest are more
abstract, unseen and cannot be touched. They
cannot be observed thus makes the
measurement process in education much
more difficult.
For instance, knowledge of the subject
matter is often measured through
standardized test results.
In this case, the measurement procedure is
testing.
Types of Measurement
1. Objective – as in testing
- more stable than subjective
measurements in the sense that repeated
measurements of the same quantity or
quality of interest will produce more or
less the same outcome.
Objective measurement are measurements
that do not depend on the person or
individual taking measurements
Regardless of who is taking the
measurement, the same measurement
values should be obtained
2. Subjective – as in perception
Some facets of interest cannot be
measured by objective procedures but
which can be done by subjective method.
Examples: aesthetic appeal of a product or
project of a student
Subjective measurements often differ from
one assessor to the next even if the same
quantity or quality is being measured.
The underlying principle in educational
measurement is summarized by the
following formula:
Measurement of quantity or quality of
interest = true value plus random error
Indicators, variables and factors
Educational variable – is a measurable
characteristic of a student
Example: x=age
x = height
A variable is a group of indicators
Indicator (I) – denotes the presence or
absence of a measured characteristics.
Indicators are building blocks of educational
measurement upon which all other forms
of measurement are built
Factor or construct – group of variables
The variables which form a factor correlate
highly with each other but have low
correlations with variables in another
group.
 Historical Development of Test and
Measurement
Chinese were probably the first people to utilize
the examination to measure ability.
Examinations were informally begun in 225
B.C. and became a definite civil service
examination system in 29 B.C (Ross, 32)
The earliest scientific progress of measuring the
school achievements of pupils was started by
Rev. George Fisher, an English schoolmaster

In 1864, he devised an instrument called Scale

Book in which were listed sample
performances of pupils with various degrees
of quality or excellence.
Fisher was given the honor by Ayres as the
inventor of educational measurement (Ross,
48)
In America, the development of objective test
was started by J.M. Rice, a school
administrator, in 1894.
His 1st spelling test consisting of fifty words was
given to more than sixteen thousand school
children.
He also prepared tests in languages and in
arithmetic
Educational and Psychological Measurement –
E.L. Thorndike
Mental and Social Measurement – published
in1904 in which were found statistical
procedures and tests upon which statistical
techniques and tests of today were based
In 1909, he published Thorndike Handwriting
Scale which assigned quantitative values to
different qualities of handwriting

Thorndike was given by Ayres the honor of being

the Father of Educational Measurement
C.W. Stone
In 1908, he constructed two tests in
arithmetic.
1st-dealt with fundamental operations
2nd – dealt with arithmetic reasoning
The reasoning test in arithmetic was Stone’s
notable contribution to educational testing
and measurement
The concept of norms and standards originated
from S.A. Courtis.
In 1909, he constructed a group of arithmetic
tests in which norms of attainment were
established. The tests measured the growth
and progress of the pupils
Following the principles in the construction of
the Thorndike Handwriting Scale, M. Hillegas
constructed the Hillegas Composition Scale in
1912.
Concerning the marking of academic work, Max
Meyer, Johnson,Starch, Elliot found that no
two teachers could able to give the same mark
to same piece of academic work if they check
the work separately.
In psychological measurement, the first great
name in quantitative psychology was that of
Gustav Theodore Fechner.

In 1860, he published his book Elemente der

Psychophysic which contained the beginnings
of quantitative psychological measurement.
His distinct contribution to quantitative
psychology were his clarifications of the
Weber’s law about sensation and stimuli,
threshold as regards stimuli, and the method
of measuring threshold.
H.L.F HELMHOLTZ – Greatest contributions were
his experiments in the sensory fields of vision
and hearing and in the measurement of the
speed of impulse and reaction-time
Concerning psychological laboratories, the first
laboratory was established in Leipzig,
Germany in 1879 by Wilhelm Wundt whose
experiments on visual, auditory, cutaneous,
olfactory, and others resulted in the study of
individual differences in physical and mental
traits.
Francis Galton-
His most important contribution was his
statistical analysis in which he suggested a
graphical method of correlation.

J. McKeen Cattel
He suggested the term mental tests in 1890
Alfred Binet
He was the 1st to devise an instrument to
measure the more complex mental function.
Introduced the idea of mental age

Stern – Concept of representing intelligence as

the ratio of mental age to chronological age
which he terms mental quotient in 1912
which became the familiar I.Q
Pintner and Paterson - the first men to
construct a performance test to measure the
intelligence of deaf children named Pintner-
Paterson Performance Scaled in1917
Carl E. Seashore – first to construct a test to
measure musical ability

Margaret McAdory Siceloff – developed

McAdory Art test in 1933
 Assessment
Once measurements are taken of an
educational quantity or quality of interest,
then the next step is to assess the status of
that educational phenomenon.
Assessment is the systematic collection,
review and use of information about
educational programs undertaken for the
purpose of improving student learning and
development.
Assessment is a formative process that
focuses on student learning
Assessment involves:
1. Setting explicit student learning goals or
outcomes for an academic programs;
2. Evaluating the extent to which students
are reaching those goals; and
3. Using the information for program
development and improvement
The purpose of assessment is to understand
how educational programs are working and to
determine whether they are contributing to
student growth and development
Various Roles / Functions of Assessment
1. Summative Role
Summative assessment tries to determine
the extent to which the learning objectives
for a course are met and why
2. Diagnostic Role
Assessment may also be done for diagnostic
purposes. In this case, we are interested in
determining the gaps in learning or
learning processes to be able to bridge
these gaps.
3. Formative Assessment
Assessment guides the teacher on his/her
day-to-day teaching activity.
In the context of teaching-learning situation,
the formative value of assessment is
perhaps the most important.
It allows the teacher to redirect and refocus the
course of teaching a subject matter.
4. Placement
The final role of assessment in curricular
decisions concerns placement
Assessment plays a vital role in determining
the appropriate placement of a student
both in terms of achievement and aptitude
Aptitude – refers to the area or discipline
where a student would most likely excel or
do well
• Prepare for a quiz next meeting