EDU: 533 ASSESSMENT IN LEARNING 1

SAS #1
FLEXIBLE LEARNING – a pedagogical approach allowing flexibility of time, place, and audience,
including, but not solely focus on the use of technology.
SAS #3
ASSESSMENT
- from a Latin word assidere which means “to sit beside one another”
- process of gathering qualitative or quantitative data for those of making decisions
a. Qualitative - information in text (survey, attendance, questionnaire, interview, class
observation)
b. Quantitative - numbers/ numerical data
- It determines the impact of curriculum and instruction on students. ( it provides information when it
comes to making decisions or adjustments of the curriculum)
- umbrella term consisting measurement and evaluation
ASSESSMENT IN LEARNING – the subject
- systematic and purposeful collection, analysis, and interpretation of evidence of student learning in
order to make informed decisions relevant to the learners
- characterized as a process, objective-based and comes from multiple sources
TYPES OF ASSESSMENT
1. FORMATIVE ASSESSMENT
- used at the;
a. beginning (checking of assignments, questioning, review, pre-test)
b. during( scatwork, short quiz, recitations) and at the
c. end (quiz, post test, assignments) of instruction to assess learners’ understanding
- information collected allows teachers to make adjustment to the instructional process and
strategies to facilitate learning
- can inform learners about their strengths and weaknesses to enable them to take further
steps for performance improvement and classroom progress
- EX: short quizzes, seatwork, recitation
2. SUMMATIVE ASSESSMENT
- activities that aim to determine learners’ mastery of content
- provide information on students’ achievement at the end of the instruction/quarter.
- may also be used to obtain data to gauge effectiveness of teaching strategies and improve
instruction
- EX: final project, periodical exam, midterm exam
3. DIAGNOSTIC ASSESSMENT
- detects learning problems or difficulties (to diagnose at the start) so that corrective action are
done to ensure learning/ learning gaps
- done right after seeing signs of learning problems in the course of teaching
- may also be done at the start of school-year for spirally-designed curriculum so that
corrective actions are applied if the prerequisite knowledge and skills have not been
mastered
- EX: pre-test, diagnostic test
4. PLACEMENT ASSESSMENT
- done at the beginning of a school year to determine the current knowledge of learners and
their needs that could inform the design of instruction
- may be used to group learners to make relevant instructional plans to address the need or
accommodations for the learners
- EX: entrance exam, NAT
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5. TRADITIONAL ASSESSMENT
- conventional strategies or tools to provide information about the learning of students and
provide grades to the learners
- typically, objective in nature (paper-and-pen; multiple choice)
6. AUTHENTIC ASSESSMENT
- use of assessment tools or strategies that allow students to perform or create a product that
are meaningful to them as they based on real-world context
- measured by degree of authenticity rather than or absence of authenticity making
assessment more or less authentic
PRINCIPLES IN ASSESSING LEARNING
1. Assessment should have a clear purpose.
2. Assessment is not an end itself.
3. Assessment is an ongoing, continuous, and formative process.
4. Assessment is Learner-centered.
5. Assessment is both product and process oriented.
6. Assessment must be comprehensive and holistic.
7. Assessment requires the use of appropriate measures.
8. Assessment should be as authentic as possible.
MEASUREMENT
- from checking to total scores , collecting and recording
- quantifying the attributes of an object
- actual collection of information on students learning through the use of various strategies and tools
EVALUATION
- process of making value judgments on the information collected from measurement.
TESTING
- the most common form of assessment, use of test or battery of test to collection information on
student learning over a specific period of time
- CATEGORIES OF TEST
● SELECTED RESPONSE – matching type, multiple choice, true or false (binary)
● CONSTRUCTED RESPONSE – essay, short answer, identification, enumeration, problem
solving
- FORMATS
● OBJECTIVE – usually bias-free scoring as the test items has exact correct answers such as
in enumeration form
● SUBJECTIVE – allows less objective means of scoring (especially when no rubrics are
used)
TABLE OF SPECIFICATIONS (TOS)
- used to map out essential aspects of a test such as objectives, content, item distribution
- used in the design and development of a test
- given before the examination
DESCRIPTIVE STATISTICS
- used to describe and interpret the results of test
GRADING
- process of assigning value (grades) to the performance or achievement of a learner based on a
standard
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- should based on tests or other classroom activities such as projects, homework, recitation
- form of evaluation which provides information whether a learner passes or fails a particular task or
subject
FRAMEWORK USED IN ASSESSMENT
CLASSICAL TEST THEORY (CTT) aka TRUE SCORE THEORY
- explains the variations in the performance of learners on a given measure is due to variations in
their abilities
ITEM RESPONSE THEORY
- analyzes test items by estimating the probability that an examinee answers an item correctly or
incorrectly
SAS #4
PURPOSE OF CLASSROOM ASSESSMENT
ASSESSMENT OF LEARNING – summative, generally summative in nature, this is the use of assessment
to determine learners acquired knowledge and skills from instruction and whether they were able to achieve
the curriculum outcomes.
ASSESSMENT FOR LEARNING – formative, this is the use of assessment to identify the needs of
learners in order to modify instruction or learning activities in the classroom. This assessment is formative
in nature and is meant to identify gaps between the learning experience and curriculum outcomes.
ASSESSMENT AS LEARNING – metacognition, this is the use of assessment to help learners become
self-regulated. It is formative in nature meant to use assessment tasks, results and feedback to help
learners learn and improve self-regulation and prepare for possible adjustments to achieve curriculum
outcomes.
ROLES OF CLASSROOM ASSESSMENT IN THE TEACHING-LEARNING PROCESS
1. FORMATIVE – teachers may need information such as strength and prior knowledge about the
learners before the start of instruction. (acquiring information about learners that could help in
instructional planning)
2. DIAGNOSTIC – use assessment to identify the difficulties of learners that may affect their capability
to achieve objectives. Allow teachers to focus on the learners’ needs. Weaknesses and learning
gaps. (help to know where to focus more or to scaffold)
3. EVALUATIVE – measure learners’ performance or achievement for the purpose of making
judgments or grading decisions.
4. FACILITATIVE – provides information on student learning and achievement used to improve
instruction and learning experiences (feedback of learners for improvement)
5. MOTIVATIONAL – serves as a mechanism for learners to be motivated and engaged in learning.
Teachers focus on the progress, provide effective feedback and scaffold activities to provide
opportunities.
GOALS – are generally broad statements about desired learner outcomes in a given duration.
STANDARD – specific statement about what learners should be capable of at a particular label, subject, or
course
TYPES OF EDUCATIONAL STANDARDS (MCMILLAN 2014)
1. CONTENT – desired outcomes in the content areas, knowledge
2. PERFORMANCE – what students do to demonstrate competence, skills
3. DEVELOPMENTAL – sequence growth and change over time
4. GRADE-LEVEL – outcomes for a specific grade
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EDUCATIONAL OBJECTIVES – specific statements of learner performance at the end of an instructional
unit. These are sometimes referred to as behavioral objectives and are typically stated with the use of
verbs.
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
- the most popular taxonomy of educational objectives by Benjamin Bloom
- Original Taxonomy (1956)
- Revised Taxonomy (2001)
- has three domains that correspond to the three types of goals that teachers like to assess:
1. knowledge-based (Cognitive Domain)
2. skills-based goals (Psychomotor Domain)
3. affective goals (Affective Domain)
BLOOM’S TAXONOMY (REVISED, 2001) from bottom to top
Level 1 – REMEMBERING – can the learner recall or remember the information? (define, duplicate, list,
memorize, recall, repeat, state)
Level 2 – UNDERSTANDING – can the learner explain ideas or concepts? (classify, describe, discuss,
explain, identify, locate, recognize, report, select, translate, paraphrase)
Level 3- APPLYING – can the learner use information in a new way? (choose, demonstrate, dramatize,
employ, illustrate, interpret, operate, schedule, sketch, solve, use, write)
Level 4 - ANALYZING – can the learner distinguish between different parts? (appraise, compose, contrast,
criticize, differentiate, discriminate, distinguish, examine, experiment, question, test)
Level 5 - EVALUATING – can the learner justify a stand or decision? (appraise, argue, defend, judge,
select, support, value, evaluate)
Level 6 - CREATING – can the learner create a new product or point of view? (assemble, construct, create,
design, develop, formulate, write)
BLOOM’S TAXONOMY (ORIGINAL, 1956) top to bottom
1. Evaluation
2. Synthesis
3. Analysis
4. Application
5. Comprehension
6. Knowledge

Key takeaways: Their distinction is the shift from nouns to verbs to express the various levels of
the taxonomy. The top two levels essentially switched from the previous to the new version. The
new stage lowers the "evaluation" stage, while the highest becomes "creating."
SAS #6
EDUCATIONAL ASSESSMENT
- used in the school setting for the purpose of tracking the growth of learners and grading their
performance. Comes in the form of formative and summative assessments. These work
hand-in-hand to provide information about student learning.
- 2 FORMS
1. FORMATIVE ASSESSMENT – is a continuous process of gathering information about student
learning at the beginning, during, and after instruction so they can decide how to decide how to
improve their instruction until learners are able to meet the learning targets. Purpose is to monitor
and tract student learning and their progress.
a. Formative assessment given at the beginning of the lesson determines the following:
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i.
What learners know and do not know so that instruction can supplement what
learners know
ii. Misconceptions of learners so that they can be corrected
iii. Confusion of learners so that they can be clarifies
iv. What learners can and cannot do so that enough practice can be given to perform
the task
2. SUMMATIVE ASSESSMENT – to determine and record what the learners have learned.
PSYCHOLOGICAL ASSESSMENT – such as tests and scales are measures that determine the learner’s
cognitive (measure ability, aptitude, intelligence and critical thinking) and non-cognitive (personality,
motivation,attitude and interest).
PAPER-AND-PENCIL – types of assessment are cognitive tasks that require a single correct answer. E.g.,
true or false (binary), identification(short answer), matching type, multiple choice. The items usually pertain
to specific cognitive skills such as recalling, understanding, analyzing, evaluating and creating.
PERFORMANCE-BASED – process oriented, types of assessment require learners to perform tasks, such
as demonstrations, arriving at a product, showing strategy, and presenting information. E.g., impromptu
presentation, reporting, demonstration

SAS #7
STANDARDIZED TEST – have fixed directions for administering and scoring. They can be purchased test
manuals, booklets, and answer sheets. The items were samples of a large number of target groups called
norms. E.g., CELA long test, periodical exam
NON-STANDARDIZED TEST OR TEACHER-MADE TESTS – usually intended for classroom assessment
to determine whether the learners have reached the learning targets. E.g., quizzes, tests, exams
ACHIEVEMENT TESTS – measure what learners have learned after instruction or after going through a
curricular program. It can be measured by a variety of means and can be reflected in the final grades of a
learner within a quarter. A quarter test is composed of several learning strategies in a good way of
measuring the achievement of learners.
APTITUDES – are the characteristics that influence a person’s behavior that aid goal attainment in a
particular situation (Lohgman 2005). It refers to the degree of readiness to learn and perform well in a
particular situation (Corno).
SPEED TESTS – consists of essay items that need to be completed within a time limit. E.g. math test, quiz
bee
POWER TESTS – consists of items with increasing levels of difficulty, but time is sufficient to compare the
whole test.
NORM-REFERENCED TEST – are uniform tests. Ranks and compares students in relation to one another.
It reports whether test takes performed better or worse than an average student which is determined by
comparing scores against the performance, typically of the same age or grade level. Scores are generally
reported as a percentage or percentile ranking. Beliefs of a whole group, there’s a quote: perform, perform
better than the others.
CRITERION-REFERENCED TEST – have a set of standards and scores compared to the given criterion.
E.g., a 50-item test, 40-50 is very high, 30-39 is average
Criterion-referenced tests and assessments are designed to measure students’ performance against a fixed
set of predetermined criteria or learning standards.
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