Scribd
Upload
70 views62 pages

Understanding Assessment in Education

The document discusses key concepts in student assessment including definitions of assessment, testing, measurement and evaluation. It differentiates between norm-referenced and criterion-referenced assessment and discusses categories of assessment like formative and summative. Guidelines for effective student assessment are also provided.

Uploaded by

thea castillo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
70 views62 pages

Understanding Assessment in Education

The document discusses key concepts in student assessment including definitions of assessment, testing, measurement and evaluation. It differentiates between norm-referenced and criterion-referenced assessment and discusses categories of assessment like formative and summative. Guidelines for effective student assessment are also provided.

Uploaded by

thea castillo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

EDU106

ASSESSMENT IN LEARNING 1

DR. EDGARDO G. CANDA


Professor
CHAPTER 1

Basic Concepts in Assessment


(Test, Assessment, Measurement and Evaluation)
Leaning Objectives:
At the end of this topic, you are expected to:

1. Define and illustrate the different concepts in


assessment;
2. Differentiate between Norm-referencing and
Criterion-referencing;
3. Discuss the different categories and goals of
Assessment;
4. Differentiate between the two major types of
Assessment.
5. Discuss the guidelines for effective student
assessment; and
6. Show positive attitude on this topic.
INTRODUCTION
ASSESSMENT IN LEARNING
Focuses on the development and
utilization of assessment tools to improve the
teaching-learning process.

It emphasizes on the use of testing for


measuring knowledge, comprehension and
other thinking skills.
INTRODUCTION
ASSESSMENT IN LEARNING

As part of the overall evaluation process,


we need specifically to find out if the learners
are actually learning (changing their behavior)
as a result of the teaching.
What is ASSESSMENT?

- defined as the act or process of


collecting and interpreting information
about the student learning. ( Gabuyo,
Yonardo A., Assessment of Learning 1, 2016)
What is ASSESSMENT?

- Is a joint process that involves both


teachers and learners. ( Paler-Calmorin,
Laurentina,PhD., Assessment of Student Learning 2,
2015)
What is ASSESSMENT?

- Is a continuous process whose


primary purpose is to improve student
learning. ( Gabuyo, Yonardo A., & Gary C Dy,
Assessment of Learning II, 2016)
The difference between Norm-
referencing and criterion-referencing:
Assessment where students are compared
with each other is known as Norm-
referencing.

Assessment of learners in relation to a


particular target or level of performance is
called Criterion-referencing.
Categories of Assessment:
Formative:
is a type of assessment used to monitor
the learning progress of the students during
instruction.
GOALS:
Formative:

- To provide immediate feedback to both


student and teacher regarding the success and
failures of learning.

- To identify the learning errors that are in


need of correction;
GOALS:

- To provide teachers with information on how


to modify instruction;

- To improve learning and instruction.


Categories of Assessment:
Formative:

Examples:
-Teacher-student conference
- Observation
- Question and answer sessions
- Self check quizzes
Categories of Assessment:

Summative:

Is a type of assessment usually given at the


end of a course or unit.
GOALS:
- Provide proof of learning and assigning a
grade or defining the level of knowledge a
students has obtained.

- Decide if students have achieved mastery.

- Determine the effectiveness of instruction.


Categories of Assessment:
Summative:
Examples:
1. Chapter/Unit Test
2. Midterm/Final Exam
3. Projects
4. Performances
Why do we use each assessment?

Formative Assessment:
- To improve Instruction
- To provide students’ feedback
Why do we use each assessment?

Summative Assessment:
- To measure students’ competency
When do we use each assessment?

Formative Assessment:
- It is used continuously
When do we use each assessment?

Summative Assessment:
- It is used at the end.
How students can use test results?

Formative Assessment:
- It is used for areas of improvement
How students can use test results?

Summative Assessment:
- It is used for progress of goals and
benchmark.
How teachers can use assessment
results?

Formative Assessment:
- It is used to check understanding of
content.
How teachers can use assessment
results?

Summative Assessment:
- It is used for grade-level promotion and
end unit grading.
Two Major types of Assessment:

Formal Assessment:

Formal assessments are formal


ways of finding out how much a
student has learned or improved
during the instructional period.
Two Major types of Assessment:

Formal Assessment: Standardized

Examples:
1. Examinations
2. Diagnostic Tests
3. Achievement Tests
4. Screening and intelligence tests
Two Major types of Assessment:

Informal Assessment:

Informal assessment tools are tools


that can judge and evaluate students’
performance and skill levels without
making use of standardized tests and
scoring patterns.
Two Major types of Assessment:

Informal Assessment:

Examples:
1. Projects
2. Experiments
3. Presentations
Performance-based Assessment:

- is an assessment in which students are


asked to perform real-world tasks that
demonstrate meaningful application of
essential knowledge and skills. ( Mueller, 2010)
Portfolio Assessment:

- is the systematic, longitudinal


collection of students work in response to
specific, known instructional objectives and
evaluated in relation to the same criteria.
( Ferenz, K. , 2001)
Portfolio:

- is a purposeful collection of student


work that exhibits the student's efforts,
progress and achievements in one or more
areas over a period of time. ( Ferenz, K. , 2001)
Guidelines for Effective Student
Assessment:
Effective assessment:
1. requires a clear concept of all intended
learning outcomes.
2. requires that a variety of assessment
procedures should be used.
3. requires that the instructional relevance of
the procedure should be considered.
Guidelines for Effective Student
Assessment:
Effective assessment:
4. requires an adequate sample of student
performance.
5. requires that the procedures must be fair to
everyone.
6. requires specifications of criteria for
judging successful performance.
Guidelines for Effective Student
Assessment:

7. Effective performance requires feedback to


students emphasizing strengths of
performance and weaknesses to be corrected.
8. Effective assessment must be supported by
comprehensive grading, and reporting system.
REFERENCES
Gabuyo, Yonardo A. (2013) Assessment of Learning I,
Manila: Rex Book Store, Inc.

Go, Mildred B. and Ofelia T. Posecion (2010) Language


and Literature Assessment: A Comprehensive Guide,
Quezon City: Lorimar Publishing, Inc.

Navarro, Rosita L. and Rosita G. Santos (2012) Assessment


of Learning Outcomes (Assessment I), Quezon City:
Lorimar Publishing, Inc.

PNU Handouts/LET Reviewer for Assessment of Learning


Santos, Rosita De Guzman (2007) Assessment of Learning
I, Lorimar Publishing, Inc.

ELECTRONIC RESOURCES:

Chapter 5: Assessment of Learning. Available:


[Link]
Learning/Documents/assessment_of_learning.pdf
Assessment of Learning. Available:
[Link]
6 Types of Assessment of Learning. Available:
[Link]
assessment-learning/
Thank You 

Common questions

Powered by AI

Summative assessments are most effective at the end of an instructional period, such as a unit or course. They aim to document student learning by providing a final measure of competency, influencing grade-level promotion, and assessing the effectiveness of the instruction provided .

Formative assessments are utilized during the learning process to provide immediate feedback to students and instructors, allowing for adjustments in teaching strategies and identifying areas needing improvement. In contrast, summative assessments are administered at the end of a learning period to evaluate and document students' levels of competency and mastery, providing data used for grade-level promotion or end-unit grading .

Educators should ensure assessments outline clear learning goals, utilize varied methods, and maintain instructional relevance. They must be just and equitable, providing clear criteria for success and constructive feedback. An effective reporting system is also vital to support fair assessment practices .

Ongoing assessments provide continuous feedback, allowing students to adjust their learning strategies and educators to refine their teaching methods. This process supports the identification of learning gaps and enables timely interventions, fostering steady improvement and optimal learning outcomes .

Norm-referencing compares a student's performance with that of others, measuring how a student performs relative to peers. Criterion-referencing assesses a student against a fixed set of criteria or standards, determining whether they have achieved specific learning targets .

Using both formal and informal assessments provides a more comprehensive view of a student's abilities. Formal assessments, such as standardized tests, offer objective, quantifiable data while informal assessments, like projects and presentations, assess skills and application in real-world contexts. This combination allows for a well-rounded understanding of student learning and progress .

Portfolio assessments allow students to demonstrate their learning and progress over time, providing a comprehensive picture of their achievements and areas for improvement. For teachers, portfolios offer a systematic method to track student growth and tailor instruction based on individual needs. They emphasize student effort, progress, and achievement, thereby supporting a more personalized educational experience .

Performance-based assessments require students to perform real-world tasks, demonstrating the meaningful application of their knowledge and skills, unlike traditional assessments that often rely on rote memorization. This type offers advantages such as fostering higher-order thinking skills and providing a more authentic evaluation of student capabilities .

The primary goals of formative assessment are to improve instruction and provide immediate feedback to students. By identifying learning errors and areas needing improvement, formative assessments enable teachers to modify their teaching strategies for better outcomes, ultimately enhancing the learning process .

Effective assessments require a clear understanding of intended learning outcomes, employ a variety of assessment procedures, and ensure instructional relevance. They must provide an adequate sample of student performance, be fair to all students, specify criteria for evaluating success, and include comprehensive feedback systems to highlight strengths and areas for improvement. Additionally, they should be supported by a robust grading and reporting system .

You might also like