University of Rizal System
Angono Campus
College of Arts and Letters
Bachelor of Music; Major in Music Education
Name: Panguito, Jan Christian, R.
Activity 2
Three functions of assessment
1. Measures Student’s Achievement:
One of the most important practices in education is assessing student achievement through
assessments to see if students are competent in the learning objectives for a given subject or skill. These
evaluations can take many different forms, such as exams, titbits, assignments, or other assessment
instruments. The outcomes of these tests assist teachers in determining whether or not pupils have
understood the subject matter and what needs to be improved. Three examples can be given under this
topic; the formative, summative and project-based assessments.
Formative Assessments which include exams, quizzes and hand written activities. Formative
assessment is defined by McManus (2008, p. 3) as a process in which teachers and students provide
feedback during instruction to organize the learning and teaching process in order to increase student
achievement.
Summative assessments are given at the end of a unit, semester, or course to evaluate
cumulative student learning. Summative assessment aims at recording or reporting the students’
achievement (Harlen (2005). In other words, summative assessment is the reflection of what they have
learned in the past. Taras (2005) defines summative assessment as a sort of ‘judgment which
encapsulates all the pieces of evidence to a given point (p. 467).
Project-based assessments. In some cases, students demonstrate their achievement through
hands-on projects or presentations. This type of assessment allows students to apply their knowledge
creatively and practically. Project-based learning (PBL) is an active student-centered form of instruction
which is characterized by students’ autonomy, constructive investigations, goal-setting, collaboration,
communication and reflection within real-world practices. Dimitra Kokotsaki (2016)
2. Diagnoses the Nature of Difficulties:
Assessments are vital in determining the nature of students' difficulties by highlighting the
specific areas where they encounter problems. Through a range of assessment methods, educators can
uncover gaps in students' comprehension, learning obstacles, or skill shortcomings, enabling them to
deliver personalized support. Here are some ways or examples that will help instructors help students
with their struggles.
Identifying Specific Knowledge Gaps. For example: In music class, a teacher gives a note
reading exercise. The results show that a significant portion of the class struggles with reading notes, or
some are unable to at all. This specific knowledge gap helps the teacher focus the next few lessons on
strategies for solving equations, offering additional examples and exercises. According to Black and
Wiliam (1998), formative assessment, which includes diagnostic tools, is crucial in supporting learning
by providing feedback that helps teachers adjust their teaching strategies. The diagnostic nature of these
assessments enables educators to respond effectively to students’ learning needs.
Diagnosing Skill Deficiencies. For examples: In music class, a teacher gave a task for the
students to compose a song. Many can generate ideas but struggle to make a harmony and do not know
where to put a certain note to create a harmony. Based on this diagnosis, the teacher provides focused
lessons on basic and advance harmony to familiarize students on the technicality of music composition.
Sadler (1989) highlights that effective assessment provides information about students' current
understanding and skills, enabling teachers to target their instruction to specific areas of need.
Diagnostic assessments thus serve as a feedback mechanism for both teachers and students to improve
skill development.
Emotional and Social Factors. For example: A student who previously performed well starts
showing a decline in test scores. The diagnostic assessment reveals that the student's academic struggles
coincide with a period of bullying, abused by other teachers, causing anxiety and affecting their focus in
class. After the diagnosis, the teacher collaborates with school counselors to address the student's
emotional needs, while providing a more supportive learning environment. Roeser, Eccles, and Sameroff
(2000) explore how emotional and social factors influence academic performance. They argue that
understanding the social-emotional context of students is critical for diagnosing the root causes of
academic difficulties, particularly through assessments that consider these dimensions.
3. Evaluates Teachers’ Performance
In addition to being helpful in assessing students' learning, assessments are also vital in assessing
the effectiveness of teachers. This can be crucial as a teachers’ attitude and competency greatly affects
the students’ performances and capabilities. Educational institutions can collect data using a variety of
assessment techniques in order to determine which teaching strategies are most effective, pinpoint areas
in need of professional development, and make sure that learning objectives are being met. Here are
some examples:
Student Feedback. At the end of a term, students complete anonymous surveys evaluating their
teacher. The survey asks students to rate the teacher’s ability to explain concepts, provide helpful
feedback, and create an engaging learning environment. There can also be negative feedback amongst
the students who are dissatisfied on the teacher’s competency and attitude. Based on the feedback, the
teacher learns that students feel they would benefit from more real-life examples during lessons, which
the teacher can incorporate in the future. According to Marsh (1987), student evaluations can provide
valuable information about teachers’ effectiveness. While student feedback should not be the sole
measure of teacher performance, when combined with other methods, it offers important perspectives on
how students perceive the teacher’s methods, engagement, and overall effectiveness.
Peer Review and Collaboration. Another useful assessment approach is peer review, where
teachers observe and evaluate one another's work. This may encourage professional discussion and
cooperation, which could result in both parties' teaching methods improving. Darling-Hammond (2010)
argues that peer review and collaboration are essential in fostering a professional learning community.
Teachers can learn from one another by observing different teaching styles and sharing best practices.
This form of assessment helps create a supportive environment where teachers are continuously
improving.
Classroom Observations. Another method for evaluating instructors is through observation-
based assessments of their classes. Teachers might be evaluated by the principal or administrators based
on how they engage with students, manage the classroom, use instructional strategies, and create a
positive learning environment. Marzano (2011) emphasizes the importance of classroom observation in
teacher evaluations. Observations provide direct insights into how teachers interact with students, how
they structure their lessons, and how well they manage the classroom, which are essential elements of
effective teaching. However, Marzano also notes the importance of combining observations with other
forms of assessment to get a full picture of teacher effectiveness.
