Assessment in Learning

What is a TEST?

▪ An INSTRUMENT designed to measure any characteristics, quality, ability, knowledge or skill

▪ Comprised of items in the area it is designed to measure

What is MEASUREMENT

▪ A process of QUANTIFYING the degree to which someone/something possesses a given trait.

▪ ASSIGNING of numbers to a performance, product or skill, or behavior of a student, based on

What is ASSESSMENT?

▪ Defined as both a PRODUCT and PROCESS.

Assessment as a product:

• Refers to the INSTRUMENT designed to elicit a predetermined behavior, unique performance, or

Assessment as a process:

• COLLECTION, INTERPRETATION, and USE of qualitative and quantitative information to assist

What is ASSESSMENT?

▪ A PRE-REQUISITE to evaluation.

▪ Provides the INFORMATION which enables evaluation to take place.

▪ GATHERING and ORGANIZING data

What is EVALUATION?

▪ The process of making JUDGEMENT about the quality of the performance, product, skill, or
behavior of a student.

▪ Includes using some basis to judge worth or value.

▪ Involves judgment about the desirability or changes in the students.

Assessment FOR, OF, AS Learning

Assessment FOR Learning

Done BEFORE and DURING instruction

Placement, Formative, Diagnostic

1. Placement
 Done PRIOR to instruction.

- Assess the needs of the learners to have BASIS IN PLANNING FOR A RELEVANT INSTRUCTION.

- STUDENT’S ENTRY LEVEL

- PLACE STUDENTS in learning groups.

2. Formative

- Done DURING instruction

- Teachers continuously MONITOR STUDENT’S LEVEL OF ATTAINMENT of the learning objectives.

- Communicated clearly and promptly to the students for them to KNOW their STRENGTHS and
WEAKNESS and PROGRESS OF LEARNING.

3. Diagnostic

- Done DURING instruction.

- Used to DETERMINE student’s RECURRING or PERSISTENT DIFFICULTIES.

- SEARCHES for underlying causes of student’s learning problems

- Helps formulate plan for REMEDIAL INSTRUCTION.

RECORDED but NOT GRADED

Assessment OF Learning

Done AFTER instruction

Summative

1. Summative Assessment

- Done AFTER instruction

- Used to CERTIFY WHAT STUDENT’S KNOW and LEVEL OF THEIR PROFECIENCY.

- Reveals whether or not instruction have successfully achieved the curriculum outcomes.

- RECORDED and GRADED

Assessment AS Learning

Done to understand teacher’s role of assessing FOR and OF learning

Provide information on teacher’s approach, methods, and strategy

- REQUIRES teachers to undergo training on how to assess learning.

- REQUIRES teachers to be EQUIPPED with competencies needed in being an effective assessor.

- SELF-ASSESSMENT
Modes of Assessment

- Traditional Assessment

- The objective paper-and-pen test which usually assesses low-level thinking skills

- Performance Assessment

- Requires actual demonstration of skills or creation of products of learning

- Portfolio Assessment

- Process of gathering multiple indicators of student progress to support course goals in

• Documentation or Working Portfolio

- To highlight DEVELOPMENT and IMPROVEMENT OVER TIME.

- Showcase the PROCESS of learning

- From ROUGH DRAFTS to FINISH

• Process Portfolio

- Documents ALL STAGES of the learning process.

- Includes samples of student work throughout the entire educational system.

- INTEGRATES REFLECTIONS and HIGHER ORDER cognitive abilities.

• Product and Showcase Portfolio

- To HIGHLIGHT STUDENT’S BEST WORK by showcasing the quality and range of student’s
accomplishment.

- Typically, USED as SUMMATIVE ASSESSMENT to evaluate mastery of learning objectives.

Traditional

• Selecting a Response

• Contrived

• Recall/Recognition

• Teacher-structured

• Indirect Evidence

Authentic

• Performing a Task

• Real-life
 • Construction/Application

• Student-structured

• Direct Evidence

Scoring Instruments

Checklist

Rating Scale

Rubric

Types of Rubric

Holistic Rubric

Describes the OVERALL QUALITY of a performance or product.

- ONE RATING is given to the entire work or performance.

Analytic Rubric

-Describes the quality of a performance or product in terms of the IDENTIFIED DIMENSIONS

-Each are RATED INDEPENDENTLY to give a better picture of the quality of the
work/performance.

Principles of High-Quality Classroom Assessment

Principle 1: Clear and Appropriate Learning Targets

Principle 2: Appropriate Assessments Methods

Principle 3: Balanced

Principle 4: Validity

• MEASURES what it INTENDS TO MEASURE.

• MOST IMPORTANT CRITERION of a good assessment instrument.

Face Validity

• Done by examining PHYSICAL APPEARANCE of the INSTRUMENT

Content Validity

• Done through a CAREFUL and CRITICAL EXAMINATION OF THE OBJECTIVES of assessment so that
it reflects the curricular objectives.

Criterion Validity
 • Established such that a set of scores revealed by the measuring instrument is CORRELATED with
the scores obtained in another EXTERNAL PREDICTOR or MEASURE.

• CONCURRENT VALIDITY- Correlating the set of scores obtained from TWO MEASURES GIVEN
CONCURRENTLY.

• PREDICTIVE VALIDITY- Describes the future performance of an individual by correlating sets of

Construct Validity

• Established statistically by COMPARING PSYCHOLOGICAL TRAITS or FACTORS that theoretically

• CONVERGENT VALIDITY – Use TWO DIFFERENT MEASUREMENT procedures and research

• DIVERGENT VALIDITY- Demonstrated that the CONSTRUCT YOU ARE INTERESTED IN IS

Principle 5: Reliability

• CONSISTENCY OF SCORES

Item Analysis

• Refers to the process of examining the student’s response to each item in the test.

• May be desirable or undesirable.

Criteria in Determining Desirability:

Difficulty of an item

• Refers to the number of people who answer the test item CORRECTLY.

Index Range Difficulty Level

0.00 – 0.20 Very difficult

0.21 – 0.40 Difficult

0.41 – 0.60 Moderately difficult

0.61 – 0.80 Easy

0.81 – 1.00 Very Easy

Positive Discrimination

• UPPER GROUP IS GREATER then the lower group.

Negative Discrimination

• LOWER GROUP IS GREATER then the upper group.

Measures of attractiveness

More Principles of Assessment:

Scoreability

Administrability

Interpretability

Economy

Norm-referenced vs Criterion referenced

Norm-referenced

Ranks students on a bell curve to determine the highest and lowest performing students.

Students compete with each other.

Once achievement is determined by the group’s achievement.

Criterion referenced

Compare’s students’ knowledge against a predetermined standard criterion.

Students do not compete with each other.

Student achievement is reported for individual skills.

Measures of Central Tendency

Mean

• ARITHMETIC AVERAGE

• Easily affective by EXTREME SCORES

• HIGHEST reliability

Median

• CENTERMOST score after the set is arranged according to magnitude

• Used when there are EXTREME SCORES

• A POSITIONAL MEASURE
 • QUICK and EASY to get

Mode

• MOST FREQUENT in the score distribution

• GREATEST CONCENTRATION

• NOT affected by extreme scores

• Used when QUICK ANSWER is needed

Measures of Variability

• Describes the SPREAD OF SCORES.

• ABOVE or BELOW the central tendency.

• Range

• DIFFERENCE between the highest score and the lowest in the set.

• Quartile Deviation

• Standard Deviation

Measures of Skewness

Positively Skewed

• Skewed to the RIGHT

• Most of the scores are BELOW THE MEAN

• POOR performance

Negatively Skewed

• Skewed to the LEFT

• Most of the scores are ABOVE THE MEAN

• HIGH performance

Measures of Relative Position

• Indicates WHERE a score is in relation to all other scores in the distribution

• COMPARING the performance of individual

Quartile

• Divides the number of data points INTO FOUR PARTS

• In INCREASING ORDER, with Q1at the LOWEST and Q4 at the HIGHEST.

Percentile
 • Any of the 99 values which divides data points INTO 100 PARTS

• Clarifies the INTERPRETATION of scores on standardized tests.

Decile

• Divides the number of data points INTO 10 parts

Measures of Relationship

• Describes the DEGREE of CORRELATION between two variables.

• The GREATER the DEGREE of RELATIONSHIP, the MORE RELIABLE is the test.

Positive Correlation- As one variable increases, the other increases too. And, vice versa.

Negative Correlation- As one variable decreases, the other increase. And, vice versa.

±1 Perfect Correlation

±.75 - ±.99 Very High Correlation

±.50 - ±.74 High Correlation

±.25 - ±.49 Moderately Low Correlation

±.10 - ±.24 Vey Low Correlation

±.01 - ±.09 Negligible Correlation

0 No Correlation

K-12 Curriculum

Mandatory Kindergarten

6 Years Elementary Education

4 Years Junior High School

2 Years Senior High School

Salient Points of K-12 Curriculum

• It has a MANDATORY KINDERGARTEN

• MOTHER TOUNGE is a new subject for GRADES 1-3

• MOTHER TOUNGE is the MEDIUM OF INSTRUCTTION from K-3

• MAPEH – Music, Arts, PE, and Health is introduced as a subject with EACH SUBJECT GIVEN
SEPARATE TIME ALLOTMENT starting Grade 1

• Math, Science, and Other subjects are taught in SPIRAL PROGRESSION APPROACH
 • TLE as a subject is based on TRAINING REGULATIONS of TESDA enabling students to get NC 1
after Grade 10

• SHS offers five CAREER PATHS in addition to core academic subjects.

• The Development of the 21ST CENTURY SKILLS.

a. Learning and innovation skills

b. Life and career skills

c. Information, media, and technology skills

d. Effective communication skills

• HIGHLY CONSTRUCTIVE, INQUIRY-BASED, INTEGRATIVE, COLLABORATIVE, AND REFLECTIVE in

BALANCED system of assessment

Department Order Number 8 series of 2015

• Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program

Components of Summative Assessment:

Written Works (WW)

Performance Task (PT)

Quarterly Assessment (QA)

Grading System

• The K-12 Basic Education Program uses a standards-based and competency-based grading
system

• MINIMUM GRADE to PASS is 60, TRANSMUTED to 75 in the report card

• LOWEST MARK that can appear in the REPORT CARD is 60 for QUARTERLY and FINAL GRADES.

• Learners from Grades 1-12 are graded on WW, PT, and QA.

Kindergarten

• Checklists, anecdotal records, and portfolios are used instead of numerical grades

Grades 1-12

• Graded on three components: WW, PS, QA

Components are given SPECIFIC WEIGHTS

Grades 1-10

Final grade of at least 75 in all learning areas

PROMOTED to next grade level

Did not meet expectations in not more than 2 learning areas

MUST PASS remedial classes of the failed subject to be promoted to the next grade level.
OTHERWISE, the learner will be RETAINED in the same grade level.

Did not meet expectations in 3 or more learning areas

RETAINED in the same grade level

Grades 11-12

Did not meet expectations in a prerequisite subject in a learning area

MUST PASS remedial classes for failed competencies in the subject before being allowed to
enroll in the higher-level subject

Did not meet expectations in any subject or learning area at the end of semester

MUST PASS remedial classes for failed competencies in the subjects or learning areas to be
allowed to enroll in the next semester. OTHERWISE, the learner will RETAKE THE SUBJECTS FAILED.