The Role of Assessment in

Instructional Decisions
Assessment of Learning 1
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College of Education – EARIST, Manila
Let’s try this!

• Identify if Assessment as learning, Assessment of

learning, or Assessment for learning

1. Parts of a sewing machine quiz

2. Unit 1: Principles of Baking 1st Periodical Test
3. Diagnostic Test on Technology Concepts of Unit 2
4. Seatwork about series circuit
5. Mastery Test in Grade 7 TLE S.Y. 2016-2017

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Let’s try this!

• TRUE or FALSE. Write A if the statement is true and B if

false.
1. Graded Cooking demonstration by group is an
example of authentic assessment.
2. An item for a question about understanding the
function of fuse and circuit breaker is an example of
assessment.
3. The teacher gives an assessment to diagnose learning
difficulties and file it for records.
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Let’s try this!

• TRUE or FALSE. Write A if the statement is true and B if

false.
4. The teacher allows the students to upload their outputs
using a web-based material to monitor progress and
development of students is a performance assessment.
5. The teacher enumerates the objectives to students on
what they should be able to do or to know about topics on
basic of business at the beginning of the course.

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Assessment

• process of gathering, describing or quantifying

information abut student performance
• process of reflecting on evidence to make informed
and consistent judgements to improve future student
learning
• it includes paper-and-pencil test, extended
responses (e.g. essays) and performance assessment
or authentic assessment tasks (e.g. presentation of
research work

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Evaluation

• process of examining the performance of student

• also determines whether or not the student has met
the lesson instructional objectives

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Measurement

• process of obtaining a numerical description of the

degree to which an individual processes a particular
characteristic
• it answers the questions “how much?”

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Test

• is an instrument or systematic procedure designed to

measure the quality, ability, skill or knowledge of
students by giving a set of questions in a uniform
manner
• a form of assessment which also answer the question
“how does an individual student perform?”

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Testing

• is a method used to measure the level of

achievement or performance of the learners
• also refers to the administration, scoring and
interpretation of an instrument (procedure) designed
to elicit information about performance in a sample
of a particular area of behavior

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Three Main Purposes of Assessment

• Assessment for learning occurs when teachers use

inferences about student progress to inform their
teaching. (formative)
• Assessment as learning occurs when students reflect
on and monitor their progress to inform their future
learning goals. (formative)
• Assessment of learning occurs when teachers use
evidence of student learning to make judgements on
student achievement against goals and standards.
(summative) 10
Importance of Assessment

“Teaching and Learning are reciprocal processes that

depend on and affect one another” (Swearingen 2002 and
Kellough, 1999)
• assessment component of instructional processes deals
with the learning progress of the students and the
teacher’s effectiveness in imparting knowledge to the
students
• assessment enhances learning in the instructional
processes if the result provides feedbacks to both students
and teachers

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Roles of Assessment in Classroom Instruction

• information obtained from the assessment is used to

evaluate the teaching methodologies and strategies
of the teacher
• also used to make teaching decisions
• result of assessment is used to diagnose the learning
problems of the students

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Roles of Assessment in Classroom Instruction

• five types of assessment in terms of their functional

role in relation to classroom instruction:
1. Placement Assessment
• concerned with the entry performance of student
• to determine the prerequisite skills, degree of mastery of the
course objectives and the best mode of learning
2. Diagnostic Assessment
• given before instruction
• aims to identify the strengths and weaknesses of the
student/s regarding the topics to be discussed

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Types of Assessment

Purpose of diagnostic assessment

• determine the level of competence of the students
• identify the students who have already knowledge about
the lesson
• determine the causes of learning problems to formulate a
plan for remedial action

3. Formative Assessment
• used to monitor the learning progress of the students during
or after instruction

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Types of Assessment

Purpose of formative assessment

• provide feedback immediately to both student and
teacher regarding the success and failures of learning
• identify the learning errors that is need of correction
• provide information to the teacher for modifying to
improve learning

4. Summative Assessment
• usually given at the end of a course or unit

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Types of Assessment

Purpose of summative assessment

• determine the extent to which the instructional objectives
have been met
• certify student mastery of the intended outcome and used
for assigning grades
• provide information for judging appropriateness of the
instructional objectives
• determine the effectiveness of instruction

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Types of Assessment

5. Authentic Assessment
• also known as work-integrated assessment
• tasks and conditions are more closely aligned to
what you would experience within employment

Purposes of authentic assessment

• develop students skills and competencies alongside
academic development

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Types of Tests (Assessment Procedures)

Types of Tests Examples

Placement • Readiness Test, Aptitude Test, Pretests on course
objectives, Self-report inventories, Observational
Techniques
Diagnostic • Published diagnostic tests, Teacher-made tests,
Observational Techniques
Formative • Teacher-made tests, custom-made tests from
textbooks publishers, observational techniques

Summative • Teacher-made survey test, performance rating scales,

product scales

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Other Types of Tests

• Objective Test - two or more evaluators give an

examinee the score.
• Subjective Test - scores are influenced by the
judgment of the evaluator, meaning there is no one
correct answer.
• Supply Test - requires the examinees to supply an
answer, such as an essay test item or completion or
short answer test item.

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Other Types of Tests

• Fixed-response Test - requires the examines to select

an answer from a given option such as multiple-
choice test, matching type of test, or true/false test
• Individual Test - administered to student to one-on-
one basis using oral questioning.
• Group Test - administered to a group of individuals
or group of students.

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Other Types of Tests

• Mastery Test - measures the degree of mastery

of a limited set of learning outcomes using
criterion-reference to interpret the result.
• Survey Test - measures students’ general
achievement over a broad range of learning
outcomes
• Speed Test - measures a number of items of
individual can complete over a period of time.

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Other Types of Tests

• Power Test - measures the level of performance

rather than speed of response and contains test
items that are arranged according to increasing
degree of difficulty

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Modes of Assessment

• used by classroom teacher to assess the learning

progress of the students.
• these are: traditional assessment, alternative
assessment, performance-based assessment, and
portfolio assessment.

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Modes of Assessment

• Traditional Assessment
• students typically select an answer or recall information to
complete the assessment
• tests may be standardized or teacher-made and these tests
may be multiple-choice, fill-in-the-blanks, true or false, matching
type
• indirect measures since the test items are designed to represent
competence by extracting knowledge and skills from their real-
life context
• items on standardized instrument tends to test only the domain
of knowledge and skill to avoid ambiguity to the test takers

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Modes of Assessment

• Traditional Assessment
• one-time measures are used to rely on a single correct answer
to each item
• there is limited potential for traditional test to measure higher-
order thinking skills

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Modes of Assessment

• Performance Assessment
• students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills
• direct measures of student performance because tasks are
designed to incorporate contexts, problems, and solution
strategies that students will use in real life
• designed ill-structured challenges since the goal is to help
students prepare for the complex ambiguities in life
• focus on rationales and processes

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Modes of Assessment

• Performance Assessment
• there is no single answer instead, students are led to craft
polished, thorough and justifiable responses, performances and
products
• involve long-range projects, exhibits, and performances are
linked to the curriculum
• the teacher is an important collaborator in creating tasks, as
well as in developing guidelines for scoring and interpretation

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Modes of Assessment

• Portfolio Assessment
• collection of students’ works, specifically selected to tell a
particular story about a student
• not a pile of student work that accumulates over a semester or
year
• contains a purposefully selected subset of student work
• measures the growth and development of students

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Guidelines of Effective Student Assessment

• Improvement of student learning is the main purpose

of classroom assessment.
• can be done if assessment is integrated with good
instruction and is guided by certain principles.
• Gronlund (1998) provided the general guidelines for
using student assessment effectively.
• Effective assessment requires a clear concept of all
intended learning outcomes

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Guidelines of Effective Student Assessment

• Effective assessment requires a clear concept of all

intended learning outcomes
• Effective assessment requires that a variety of
assessment procedures should be used.
• Effective assessment requires that the instructional
relevance of the procedure should be considered.
• Effective assessment requires an adequate sample of
student performance.
• Effective assessment requires that the procedures must
be fair to everyone.
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Guidelines of Effective Student Assessment

• Effective assessment requires specifications of criteria

for judging successful performance.
• Effective performance requires feedback to students
emphasizing strengths of performance and weaknesses
to be corrected.
• Effective assessment must be supported by
comprehensive grading and reporting system.

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Key to Effective Testing

• Objectives
• specific statements of the aim of the instruction
• should express what the students should be able to do
or know as a result of taking the course
• should indicate the cognitive, affective and
psychomotor levels of expected performance

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Key to Effective Testing

• Instruction
• consists of all the elements of the curriculum designed
to teach the subject including the lesson plans, study
guide, and the reading and homework/assignment
• instruction should correspond directly to the objectives

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Key to Effective Testing

• Assessment
• weight given to different subject matter areas on the
test should match with the objectives as well as the
emphasis given to each subject area during instruction

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Key to Effective Testing

• Evaluation
• used to examine the performance of students and
comparing and judging its quality
• determines whether or not the learner has met the
objectives of the lesson by measuring the extent of
understanding

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