P ro fessio n al E d u cation

Assessment
and Evaluation
o f Learning 1
Prepared by:
Dr. Marilyn Ubina-Baiagtas and Prof. Antonio G. Dacanay

j Competency:

i Apply principles in constructing

j and interpreting alternative/
; authentic forms of high quality
: assessment

Dr. Marilyn Ubina-Balagta* and Prof. Anronio G. Dacanay

 A ssassn icn t a n d E v alu atio n ® f L earn in g 1

| PART 1 CONTENT UPDATE

BASIC CONCEPTS

Test . ■ An Instrument designed to measure any characteristic,

quality, ability, knowledge or skill. It comprised of Items
in the area it is designed to measure.
Measurement A process of quantifying the degree to which some­
one/something possesses a given trait. Le., quality,
characteristic, or feature.
Assessment A process of gathering and organizing quantitative or
qualitative data into an interpretable form to have a
basis for judgmoit or decision-making,
■ it is a prerequisite to evaluation. It provides the infor­
mation which enables evaluation to take place.
Evaluation A process of systematic interDretatkxv analysis, ap­
praisal or judgment of Die worth of organized data as
basis for decision-making. It Involves judgment about
the desirability of changes in students.
Traditional Assessment • It refers to the use of pen-and-paper objective test.
Alternative Assessment • It refers to the use of methods other than pen-and?
paper objective test which includes performance tests,
projects, portfolios, journals, and the likes.
Authentic Assessment '■ It refers to the use of an assessment method that
simulate true-to-life situations. This codti be objec­
tive tests that reflect real-life situations or alternative
methods that are parallel to what we experience ii) real
life.

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A sse » '- .ji t E iia E v alu atio n o f L e a rn in g 1

PURPOSES OF CLASSROOM ASSESSMENT

1. Assessment FOR Learning - this Includes three types of assessment done be-
. fore and during instruction. These are placement, formative and diagnostic,
a. Placement - done prior to instruction
• Its purpose is to assess the needs of the learners to have basis in planning
for a relevant instruction.
• Teachers use this assessment to know what their students are bringing into
the learning situation and use this as a starting point, for instruction.
• The results of this assessment place students in specific learning groups to
facilitate teaching and learning.
t b. Formative - done during instruction
• This assessment is where teachers continuously monitor the students' level
of attainment of the learning objectives (Stiggins, 2005)
• The results of this assessment are communicated clearty and promptly to
the students for them to know their strengths and weaknesses and the
progress of their learning.
c. Diagnostic - done during instruction
• This is used to determine students’ recurring or persistent difficulties.
• It searches for the underlying causes of student’s learning problems that do
not respond to first aid treatment.
• It helps formulate a plan for detailed remedial instruction.
2. Assessment OF Learning - this is done after instruction. This is usually referred
to as the summative assessment.
• it is usedto certify what students know and can do and the level of their
proficiency or competency.
• Its results reveal whether or not instructions havesuccessfully achieved,the
curriculum outcomes.
• The information from assessment of learning is usually expressed as marks
or letter grades. . .
■ The results of which are communicated to the students, parents, and other
stakeholders for decision making. .
. It is also a nnwfirfi il factor that m ilrl naup. thp w a v fn r erii ratio nal r e fo r m
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.......... " 1,,F■1 1 i

3. Assessment AS learning - 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 competen­
cies needed in performing their work as assessors. _ ’

Standards for Teacher Competence In Educational Assessment of Students

(Developed by the American Federatio n^ Teachers National, Council on Measurement In Educa-
tion, National Education Association)

1. Teachers should be skilled in choosing assessment methods appropriate for

instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for
instructional decisions.
3. Teachers should be skilled in administering, scoring and interpreting the results of
both externally-produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions
about individual students, planning teaching, developing curriculum, and school
improvement
5. Teachers should be skilled in developing valid pupil grading procedures which use
pupil assessments.
6. Teachers should be skilled in communicating assessment results to students,
parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappro­
priate assessment methods and uses of assessment information.

Dr. iVfariiyn Ubina-Balagtas and Prof. Antonio G. Dacanay

 P ro fe ssio n a l E d u catio n

PRINCIPLES O f HIGH QUALITY CLASSROOM ASSESSMENT

i Principle 1: Clarity and Appropriateness of Learning Targets

• Learning targets should be clearly stated, specific, and center on what is

truly important.

Learning Targets
(MeMilan, 2007; Stlgglns, 2007)
Knowledge Student mastery of substantive subject matter
Reasoning Student abilityto use knowledge to reason and solve problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affective/Disposition Student attainment of affective states such as attitudes,
values, interests and self-eflicacy.
r -------—-------- ----- ----------- — —-------
i Principle 2: Appropriateness of Methods i

• Learning targets are measured by appropriate assessment methods.

Assessment Methods

Objei.iti'e tssav Pirrionnatice 0. c 'i L..-. 0t«. ■! „

Supply Sfl 'cHm

• Stan , •M u tt* * • Restricted •Presentations • Oral •Ild M M l •AttkKte

Answer Chow •P ip a s • B am ta- •Formal •Survey
• Response • Projects Sons •Sodometrfc
• Comple­ • Matching • Extended •Mhtmcs • Gonfmnces • Devices
tion Test T»e ♦ Dsmonstra- • W entaw • Question­
’ Response ttyns naires
• True/ • EritfbMons , • • Inventories
• False "Pofttoks .

Dr. Marilyn Ubiha-Hal.igrus and Prof. Anconio G. Dacanay

 Assessm en t a n d E valu atio n o f L e a rn in g 1

Learning Targets and their Appropriate Assessment Methods

Targets Assessment Methods

Obj’elac Ess:,y Pfc’lMnwnct; Oral a u c - Oti-.srva-

Base;) tio nin g titm R e p irt
■ -----------
Knowledge 5 4 3 4 3 2

Reasoning 2 5 4 4 2 2

Skills 1 3 5 2 5 3

Products . 1 1 . 5 2 4 4

Affect 1 2 4 4 4 5

Note: Higher numbers indicate better matches lt.g. 5 =N gl!, l = tow)

Modes of Assessment

I Mode D escription Examples Advantages Disadvantages

Traditional The paper-and ■ Stan­ • Scoring is ■ Preparation
pen- test used dardized objective of the instru­
in assessing and • Administration ment is time
knowledge teacher is easy because consuming
and thinking - made students can ■ Prone to
skills tests take the test at guesshgand
! the same time cheating
Perfor­ A mode of « Practical ■ Preparation of ■ Scoring
mance assessment .Test the instrument tends to be
that requires • Oral and is relatively easy ■subjective
actual demon­ , Aural Test ' • Measures be­ without
stration of skills * Projects, havior that can­ rubrics
or creation of . etc not be deceived « Administra­
products of as the? are tion is time
learning • demonstrated . consuming
* and observed

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Portfolio A process of ■ Working * Measures ■ Develop­

gathering mul­ Portfolios students growth ment is’time
tiple indicators • Show and develop­ consuming.
of student Portfolios' ment * Rating
progress' ■ Docu­ • Intelligence-fair tends to be
to support mentary subjective
course goals Portfolios without
in dynamic, rubrics
ongoing and
collaborative .
process.

—---- ------ _- -- - - - - ------------

i. Principle 3: Balance I

• A balanced assessment sets targets in all domains of learning (cognitive, affective,

and psyebomotof) or domains of Intelligence (verbal-linguistic, logical-mathematical,
bodily-kinesthetic, visual-spatial, musical-rhythmic, Intrapersenal-soclal, intraper-
sonal-lntrospection, physical world-natural, existential-spiritual).
• A balanced assessment makes use of both traditional and alternative assessments.

i Principle 4: Validity i

Validity - is the degree to which the assessment instrument measures what it intends
to measure. It is also refers to the usefulness of the instrument for a given purpose. It
is the most important criterion of a good assessment instrument.

*
ways tfi csiaoftwiHis
tUuXk I n
raiany
*»-*-« —— «-«'-««» -

1. Face Validity - is done by examining the physical appearance of the instrument to

make it readable and understandable.
2. Content Validity - Is done through a careful andcritical examination of the objec­
tives*of assessment to reflect the curricular objectives.
3 . Criterion-related Validity - is established statistically such that a set of scores.

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 ' Pro fessional Ed u cation

revealed by the measuring instrument is correlated with the scores obtained in

another external predictor or measure. It has two purposes: concurrent and pre­
dictive. ■;
a. Concurrent validity - describes the present status of the individual by cor­
relating the sets of scores obtained from two measures given at a close in­
terval
b .. Predictive validity - describes the future performance of an individual by
correlating the sets of scores obtained from two measures given at a longer
time interval.
4. Construct Validity - Is established statistically by comparing psychological traits
or factors that theoretically influence scores in a test.
a. Convergent Validity-is established if the instrument defines another similar
trait other than what it is intended to measure.
E.g. Critical Thinking Test may be correlated with Creative Thinking Test.
b. Divergent Validity - is established if an instrument can describe only the
intended trait and not the other traits.
E.g. Critical Thinking Test may not be correlated with Reading Comprehen­
sion Test

i Principle 5: Reliability >

Reliability - it refers to the consistency of scores obtained by the same person when
retested using the same or equivalent Instrument.

Type of Reliability S tatistical

Method Procedure
Measure Measure
Test-Retost Measure of Give a test twice to Pearson r
Stability the same learners
with any time interval
• between tests from
several minutes to
• several years. •

Dr. Marilyn Ubina-Bilagtas and Prof. Antonio G. Dacanay

 P ro fessio n al Ed ucatio n

Equivalent Forms Measure of ' Give parallel forms Pearson r

Equivalence of tests with close
time Interval between
forms.
Test-retestwith . Measure of Stabili­ Give parallel forms of Pearsortr
EquivaJent Forms ty and Equivalence tests wltfv Increased
time Interval between
forms.
Split Half Measure of Internal Give a test once to . Pearson r&
Consistency obtain Scores for Spearman
equivalent halves of Brown Formula
the test e.g. odd- and
even-numbered Items.
Kuder-Rictiar^n Measure of Internal Give the test once Kuder-Richard-
Consistency then correlate the pro­ son Formula 20
portion/percentage of and 21
the students passing
and not passing a
given Item.

^Principle 6 : Fairness J

A fair assessment provides all students with an equal opportunity to demonstrate

achievement The key to fairness are as follows:
• •*
• Students have knowledge of learning targets and assessment.
• Students are given equal opportunity to leam.
• Students possess the pre-requisite knowledge and skills.
• * Students are tree from teacher stereotypes. .
• Students are free from biased assessment tasks and procedures.

Or. Marilyn Ubina-Balagraa and Prof. Anronio G. Dacanay

 A sse ssm en t a n d E valu ation o f L e a rn in g 1
r — _ — . ______ — — — — __ — — — — — — — —. — — — — — —

Principle 7: Practicality and Efficiency i

When assessing learning, the information obtained should be worth the resources and
time required to obtain it. The factors to consider are as follows:

• Teacher Familiarity with the Method. The teacher should know the
strengths and weaknesses of the method and how to use It.
• Time Required. Time Includes construction and use of the instrument and
the interpretation of results. Other things being equal, It Is desirable to
use the shortest assessment time possible that provides valid and reliable
results.
• Complexity of the Administration. Directions and procedures for admin­
istrations are dear and that little time and effort is needed.
• Ease of Scoring. Use scoring procedures appropriate to a method and
purpose. The easier the procedure, the more reliable the assessment Is.
■ Ease of Interpretation. Interpretation is easier If there Is a plan on how to
use the results prior to assessment.
• Cost Other things being equal, the less expense used to gather infor­
mation, the tetter.
i Principle ft Continuity ~~ ~ - - - - -j
L — - —— — -------'------------------- — — — — — — — — — — — — — — — — — J

• Assessment takes place in all phases of instruction. It could be done before, during
aid after instruction.

Activities Occurring Prior to Instruction

• Understanding students' cultural backgrounds, interest?, skills, and abilities
• as they apply across * range of learning domains and/or subject areas
• Understanding students' motivations and their interests in specific class
content
• Clarifying and articulating the performance outcomes expected erf pupils
• Planning instruction for individuals or groups of students

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 A.ctivtties Occurring During Instrtjction
■ Monitoring pupil progress toward instructional goals
■ Identifying gains and difficulties pupils are experiencing in learning and
performing
• Adjustipg instruction
■ Giving contingent, specific; and credible praise and feedback
• Motivating students to team
• Nidging ttie extent of puj^f attainment of instructional outcomes

Activities Occurring After the Appropriate Instructional Segment

(ig . lesson, class, semester, grade)
• Describing the extent to which each student has attained both short- and
long-term instructional goals
• Communicating strengths'and weaknesses based on assessment results to
students, and parents or guardians
• Recording and reporting assessment results for school-level analysis,
evaluation, and decision-making
• Analyzing assessment information gathered before and during instruction
to understand each students' progress to date and to Inform future instruc­
tional planning
• Evaluating the effectiveness of instruction
• Evaluating the effectiveness of the curriculum and materials in use

i Principle 9: Authenticity ]

Features of Authentic Assessment 0ur*e, 1999)

» Meaningful performance task
» Clear standards and public criteria
» Quality products,and performance
» Positive Interaction between the assessee and assessor
» Emphasis on meta-cognition and seif-ervaluation
» Learning that transfers # . '

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 P ro fe s sio n a l E d ucation

Criteria of Authentic Achievement (Burke, 1999)

1. Disciplined Inquiry - requires in-depth understanding of the problem and a move
beyond knowledge produced by others to a formulation of new ideas.
2. Integration of Knowledoe -considers things as a whole rather than fragments
ofknfiwledge •
3. Value Bevond Evaluation - what students do have some value beyond the class­
room
.r — — — — — — — — ------ — — — — — — — —
i Principled 0: Communication i
L. ——— —^ — — ———— — —
■ Assessment targets and standards should be communicated.
• Assessment results should be communicated to important users.
• Assessment results should be communicated to students through direct
interaction or regular ongoing feedback on their progress.
r ———————————————————— n
^Principle 11: Positive Consequences j

■ Assessment should have a positive consequence to students; that is, it

should motivate them to team.
• Assessment should have a positive consequence to teachers; that is, it
should help them improve the effectiveness of their instruction

i Principle 12: Ethics 1

• Teachers should free the students from harmful consequences of misuse or

overuse of various assessment procedures such as embarrassing students
and violating students' right to confidentiality.
.* Teachers should be guided by laws and policies that affect their classroom

Administrators and teachers*should understand that it is inappropriate to

use standardized student achievement to measure teaching effectiveness.

Dr. Marilyn Ubina-Balagtas and Prof. Antonio G. Dacanay

 P ro fessio n al E d uca tion

'PERFORMANCE-BASED ASSESSMENT

Performance-Based Assessment is a process of gathering information about stu­

dent's learning through actual demonstration of essential and observable skills and
creation of products that are grounded in real world contexts and constraints. It is an
assessment that is open to many possible answers and judged using multiple criteria or
standards of excellence that are pre-speclfied and public.

Reasons for Using Performance-Based Assessment

• Dissatisfaction of the limited information obtained from selected-response
test.
■ Influence of cognitive psychology, which demands not only for the learning
of declarative but also for procedural knowledge.
• Negative impact of conventional tests e.g., high-stake assessment,
teaching for the test
■ It isappropriate in experiential, discovery-based, Integrated, and problem-based
teaming approaches.

Types of Performance-based Task

1. Demonstration-type- this is a task that requires no product
Examples: constructing a building, cooking demonstrations, entertaining
tourists, teamwork, presentations
2. Creation-type -th is is a task fliat requires tangible products
Examples: project plan, research paper, project flyers

Methods of Performance-based Assessment

1. Written-open ended - a written prompt is provided
Formats: Essays, open-ended test
2. Behavior-based - utilizes direct observations of behaviors in situations or
simulated contexts
Formats: structured (a .specific focus of observation is set at once) and
unstructured (anything observed is recorded or analyzed)
3. Interview-based - examinees respond in one-to-one conference setting with the

Dr. Marilyn Ubina-B.ilagus and Prof. Anronio G. Dacanay

 A ssessm en t a n d E v a lu a tio n o f L earn in g 1

examiner to demonstrate mastery of the skijls ‘ .

Formats: s&uctured (interview questions are set at once) and unstructured
(interview questions depend on the flow of conversation)
4. Product-based- examinees create,a work sample or a product utilizing the skills/
abilities
Formats: restricted (products of the same objective are the same for all stu­
dents) and extended (students vary in their products for the same objective)
5. Portfolio-based - collections of works that are systematically gathered to serve
many purposes

How to Assess a Performance

1. Identity the competency that has to be demonstrated by the students with or
without a product
2. Describe the task to be performed by the students either individually or as a group,
the resources needed, time allotment and other requirements to be able to assess
the focused competency.

7 Criteria in Selecting a Good Performance Assessment Task (Burke, 1999)

• Generalizabflity - the likelihood that the students’ performance on the task
will generalize the comparable tasks.
• Authenticity-The task is similar to what the students might encounter in the
real world as. opposed to encountering only in the school.
• Multiple Fod - The task measures multiple instructional outcomes.
■ Teachability - The task allows one to master the skill that one should be
proficient in.
• Feasibility - The task Is realistically implementable in relation to its cost,
space, time, and equipment requirements.
• Scorability-The task can be reliably and accurately evaluated.
. • Fairness-The task is fair to all the students regardless of their social status
•or gender.

3. Develop a scdring rubric reflecting the criteria, levels of performance and the scores,
• *
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. PORTFOLIOASSESSMENT

Portfolio Assessment is also an alternative to pen-and-paper objective test (t is a pur­

poseful, ongoing, dynamic, and collaborative process of gathering multiple indicators of
the learner's growth and development. Portfolio assessment is also perfoimtfice-based
but more authentic than any performance-based task.

Reasons for Using Portfolio Assessment

Burke (1999) actually recognizes portfolio as another type of assessment and is consid­
ered authentic because of the following reasons:
■ It tests what is really happening in the classroom.
• It offers multiple indicators of students'progress.
• It gives the students the responsibility of their own learning.
• It offers opportunities for students to document reflections of their learning.
• It demonstrates what the students know in ways that encompass their per­
sonal learning styles and multiple intelligences.
• It offers teachers new rote in the assessment process.
• ( alows -teachers to reflect on the effectiveness of their instruction.
• It provides teachers freedom of gaining insights into the student's develop­
ment or achievement over a period of time.

Principles Underlying Portfolio Assessment

there are three underlying principles of portfolio assessment content, learning, and
equity principles.

1 . Content principle suggests that portfolios should reflect the subject matter that is
important for the students to learn.
2. Learning principle suggests that portfolios should enable the students to become
active and thoughtful learners.
3. JEquity principle explains that portfolios should allow students to demonstrate
their learning styles and multiple intelligences.

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”” " 7 ^ & ■
Types of Portfolios ' & & & **< * & A e -k w ”? fa t
Portfolios could come in three typesrw6rk% show, of-wcumentary.' /
1. The working portfolio is a collection of a student's day-to-day works which reflect
his/her learning. . ■ . -
2. The show portfolio is a collection of a student's best worl®.
3. -The documentary portfolio Is a combination of a worMng and a show portfolio.

S t e p s i o P o r t f o l i o ^

p u fu * * -

• 11 y y * A b J» u W

rf t J f M
D r. M arilyn Lrh;na-6a!agta5 and Prof. Antonio G . Dacanay
 P ro fessio n al E du catio n

DEVELOPING RUBRICS ' * •

Rubric is a measuring instrument used in rating performance-based tasks, It is the “key

to corrections'' for assessment tasks designed to measure the attainment of leaning
competencies that require demonstration of skits or creation of products of learning.
It offers a set of guidelines or descriptions in scoring different levels of performance
or qualities of products of learning. It can be used in scoring both the process and the
products of learning.

Similarity of Rubric with Other Scoring Instruments

Rubric is a modified checklist and rating scale.

1. Checklist
• presents the observed characteristics of a desirable performance or product
• the rater checks the trait/s that has/have been observed in one’s perfor­
mance or product.
2. Rating Scale
• measures the extent or degree to which a trait has been satisfied by one's
work or performance
• offers an overall description of the different levels of quality of a work or a
performance
• uses 3 to more levels to describe the work or performance although the
most common rating scales have 4 or 5 performance levels.

Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale
and checklist.

Dr. Marilyn Ubina-Balagcas and Prof. Anrohio G. Dacanay

 A ssessm en t and E v alu a tio n o f L e a rn in g 1

TYPES OF RUBICS*

I Type D escription Advantages Disadvantages

Holistic It describes the • It allows fast assess­ • It does not clearly.
Rubric overall quality of ment. describe the degree
•a performance or • It provides one score of the criterion
product, in this ru­ to describe the overall satisfied nor by the
bric, there is only performance or performance or
one rating given quality of work. product.
to the entire work • It can indicate the ■ ft does not permit
or performance . general strengths and differential weighting
weaknesses of the of the qualities of a
work or performance. product or a perfor­
mance.
Analytic It describes • It clearly describes . • It is more time
Rubric the quality of a whether the degree consuming to use.
performance or of the criterion used • It is more difficult to
product in terms in performance or construct
of the identified product has been
dimensions and/or satisfied or not.
criteria for which • It permits differential
they are rated weighting of tfie
independently qualities of a product
to give a better or a performance.
picture of the • It helps raters pin­
quality of work or point specific areas
performance. of strengths and
weaknesses.
Ana-Ho­ It combines the • It allows assessment • It is .more complex
listic key features of multiple tasks using that may require
Rubic of holistic and . appropriate formats. more sheets and
analytic rubic. time for scoring.

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Important Elements of a Rubric

Whether the format is holistic, analytic, or a combination the following information

should be made available In a rubric.
■ Competency to be tested - This should be a behavior that requires either a
demonstration or creation of products of learning.
■ Performance Task—TTie task should be authentic, feasible, and has multiple
■fed.
* Evaluative Criteria and their Indicators - These should be made clear us­
ing observable traits.
* Performance Levels- These levels could vary in number from 3 or more
* Qualitative and Quantitative descriptions of each performance level -
These descriptions should be observable and measurable.

Guidelines Wien Developing Rubrics

» Identify the important and observable features or criteria of an excellent

performance or quality product
» Clarify the meaning of each trait or criterion and the performance levels.
» Describe the gradations of quality product or excellent performance.
» Aim for an even number of levels to avoid the central tendency source of
error.
» Keep the number of criteria reasonable enough to be observed or judged.
» Arrange the criteria in order in which they will likely to be observed.
» Determine the weight /points ofeach criterion and the whole work or per­
formance in the final grade.
» Put the descriptions of a criterion or a performance level on the same page.
» Highlight the distinguishing traits of eaoh performance level.
» Check if the rubric encompasses all possible traits of a work.
» Check again If the objectives of assessment were captured in the rubric.

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