Module 1

Introduction to Assessment
Learning Objectives:
In this module, you will learn:
a. To differentiate the basic concepts in assessment.
b. To distinguish the different purposes of assessment.
c. To describe the guiding principles in assessment.

A. Basic Concepts in Assessment

What is assessment?
o Defined as any of a variety of procedures used to obtain information about student performance (Linn and
Miller, 2005).
o Refers to a full range of information gathered and synthesized by teachers about their students and their
classrooms (Arends, 1994).
o A process of gathering and organizing quantitative and qualitative data into an interpretable form to
have a basis for judgment or decision-making.
o It provides the information which enables evaluation to take place.

How can we have quantitative and qualitative data? We need to have test and measure the test.
What is test?
o An instrument designed to measure any characteristic, quality, ability, knowledge, or
skill. It comprised of items in the area it is designed to measure.
o It is a devise used to measure what the students have learned before, during, or after
classroom activities.
What is measurement?
o A process of quantifying the degree to which someone/something possesses a given trait. i.e. quality,
characteristics or feature

Is assessment is the last part of the process? Assessment is not the last part, but evaluation is.
What is evaluation?
o A process of systematic interpretation, analysis, appraisal or judgment of the worth of organized data as
basis for decision making. It involves judgment about the desirability of changes in students.
Is there a little confusion between assessment and evaluation? Let’s compare the two.

Check your understanding. Write your answer on the space provided.

1. In your own words, differentiate test from measurement.

Test in general is basically compose of instruments. For example, test questionnaires, which aims to measure
the performance of learners/students to the specific topic that the teacher provide. On the other hand,
measurement is something that quantifies what learner/students acquire.
2. In your own words, differentiate assessment from evaluation.
 Assessment for me is something that collects the data to be able to assess what possible contribution you can
provide to the current performance of your student. For example, you ask your learners to have their reports
and then you have to assess their performance. You give feedback on what should be improve to their
performance and so in the future, the quality of their teaching would increase. While evaluation follows the
criteria to evaluate learner. For instance, you provide standards with regard to their report performance. Once
they are done to discuss, you provide them feedback if they basically meet the given standards.
3. What are the different ways that your previous teacher used to assess whether you learned the lesson or not?
Give at least three.
1. Quizzes
2. Recitation
3. Test

B. Purposes of Classroom Assessment

There are three purpose of classroom assessment; Assessment for learning, Assessment of learning and
Assessment as learning.
Assessment FOR Learning
A. Placement – done prior to instruction
o Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction.
o Teachers use this assessment to know what their students are bringing into the learning situation and use
this as starting point for instruction.
o The results of this assessment place students in specific learning groups to facilitate teaching and learning.
B. Formative – done during instruction

o It is this assessment where teachers continuously monitor the students’ level

of attainment of the learning.
o The results for this assessment are communicated clearly and promptly to
the students for them to know their strengths and weakness and the progress
of learning.

C. Diagnostic– done during instruction

o This used to determine students’ recurring or persistent difficulties.
o It searches for the underlying causes of student’s learning problems that do not respond to first aid and
treatment.
o It helps formulate a plan for detailed remedial instruction.

Assessment OF Learning

o This is done after instruction.

o This is usually referred summative assessment.
o It is used to certify what students know and can do and the level of their proficiency.
o It results reveal whether or not instructions have successfully achieved
the curriculum outcomes.
o The information from assessment of learning is usually expressed as
marks or letter grades.
o The results of which are communicated to the students, parents, and
other stakeholders for decision making.
o It is also a powerful factor that could pave the way for educational
reforms.
 Assessment AS Learning
o This is done for teachers to understand and perform well their role of assessing
FOR and OF learning. It requires teachers to undergo training on how to assess
learning and be equipped with the following competencies needed in
performing their work as assessors.

Check your understanding. Write your answer on the space provided.

1. Differentiate formative assessment and summative assessment.

Formative is done during instruction. For example, teachers ask students during discussion to recite with
regard to their topic. Summative assessment is something that is expressed as marks or grades. For
example, you provide an assignment to them from what you’ve discussed. And then, you assess them if
they learn the discussion clearly.

2. What is/are the importance of classroom assessment?

Classroom assessment is very beneficial to the learners since it is a component of learning. When students
are able to see how they perform in class, they are able to determine whether they understand the learning
teachers provide.
3. Site examples of formative assessment.
1.Recitation
2.Essays

C. Guiding Principles in the Assessment of Learning

1. Assessment is an integral part of the teaching-learning process.
o Teaching and learning is never complete without assessment. We need to test how far the learners
have learned, either before, during or after instruction, in line with our objectives. Thus, if learners
are made to realize about this, negative attitudes about assessment will be minimized since the
quizzes and tests will be just "usual" to them. They will come to realize the purpose of assessment,
that is, to check how far they have learned.
2. Assessment tool/activity should match with performance objective.
o Assessment tool and objectives must be collinear. The test/quiz or any assessment techniques must
be aligned with the objectives.  This also includes the type of assessment appropriate for a certain
objective. This is like a teacher who has an objective about "Singing the Philippine National
Anthem". Which is more appropriate assessment tool: let the student write down completely the
anthem, or let them sing the anthem?
3. The results of assessment must be fed back to the learners.
o The purpose of assessment is to give learners a feedback to what extent their learning is.
4. Teachers must consider learners’ learning styles and multiple intelligences and so must come up with a
variety of ways of assessing of learning.
o Let us take into account the learners’ multiple intelligences in assessment. Give various assessment
techniques in order to cater individual differences.
5. Give some positive feedback along with not so good ones.
o This can boost their morale to study and appreciate the value of success. Further, let's give them
some constructive criticisms on the areas they need to improve. Remember that the biggest room in
the world is the room for improvement.
6. Emphasize on self- assessment.
o Assessment must be INTRAcomparative. Rather than comparing themselves with other people, let
them compare their “then” selves to their “now” selves.
 7. Build the culture of success in the classroom.
o Have the mentality that ALL learners will be successful. Avoid the belief that it is normal that some
students pass while others fail.
8. Assessment of learning should never be used as punishment or as disciplinary measure.
o Never use assessment as disciplinary action or as punishment, otherwise the purpose of assessment is
defeated.
9. Emphasize on real world application that favours realistic performances over out-of-context drills.
o Hence, assessment must focus on real life application, as well as developing higher ordered thinking
skills such as analyzing, evaluating and most of all creating.
10. Results of learning assessment must be communicated regularly to parents.

Check your understanding. Write your answer on the space provided.

What are the possible consequences on the teaching-learning process if each of the principles is not observed?
 Possible Consequence if Principle is NOT
Principle of Learning Assessment
Observed

1. Assessment is an integral part of the You cannot identify whether your learner/students
teaching –learning process. learn from your discussion. Thus, you don’t think
that you should improve the quality of your
teaching.

2. Assessment tool/activity should match with If the assessment tool/activity don’t match to the
performance objective. performance objective, the learning objective will
cause confusion to the students.

3. The results of assessment must be fed back Students won’t be aware that their performance in
to the learners. school is either good or bad.

4. Teachers must consider learners’ learning Learners have different ways to learn. If you don’t
styles and multiple intelligences and so provide variety of ways to provide learning,
must come up with a variety of ways of students would have a hard time to learn. Thus, will
assessment learning provide confusion.

5. Give some positive feedback along with If teachers fail to provide feedback to the students,
not so good ones. they won’t have the courage to improve their
performance.

6. Emphasize on self-assessment. Students won’t develop their learning skills that

they will need for professional competence.

7. Assessment of learning should never be Students’ will develop their fears and some won’t
used as punishment or as disciplinary have the courage to attend their class.
measure.

8. Build the culture of success in the If this doesn’t follow, students will create a bad
classroom. competition among their classmates. Some would
lose their interest to study, and some won’t attend
their class.

9. Emphasize on real world application that They won’t generate the possible performances
favours realistic performances over out-of- they should need in the application of their
context drills. learning.

10. Results of learning assessment must be Parents expect that their child learn from school. If
communicated regularly to parents. communication is missing between the teacher and
the parents, they won’t be able to identify what
they can actually provide to the students to improve
their performance in school.