ASSESSMENT LEARNING Summative Assessment showcases student’s

achievement and the product of teaching-learning

Basic Concepts in Assessment of Learning process.
What is assessment of learning? METHODS OF ASSESSMENT
Provision of evidence for student learning Traditional vs. Authentic
and used to inform differentiation and reporting.
Traditional Assessment employs the use of pen
Implemented after learning has occurred to and paper in assessing students.
determine if it really did occur.
Authentic Assessment test the student’s capacity
Requires teachers to create a tool for to perform real-life tasks.
measurement, make judgement about learning,
and communicate to all stakeholders. 12 PRINCIPLES OF HIGH QUALITY
ASSESSMENT OF LEARNING FOR
OF vs. AS vs. FOR TEACHERS
Assessment of Learning (happens at the end of 1. Clarity and Appropriateness of Learning
learning) allows teachers to use evidence of Targets – assessment should be clearly states and
learning to assess achievements against outcomes specified and centered on what is truly important.
and standards.
Learning targets are knowledge, reasoning,
Assessment as learning (Happens while skills, products, and affects.
learning) encourages students to self-assess for
personal evaluation. 2. Appropriateness of Assessment Methods –
assessment should utilize assessment methods
Assessment for learning (happens in the middle suitable for a particular learning target.
of learning) enables teachers to determine
particular learning needs to plan the next stages of 3. Balance – Assessment methods should be able
learning. to assess all domains of learning and hierarchy of
objectives.
Measurement vs. Assessment vs. Judgment
Domains of learning are cognitive,
Measurement is quantifying observable traits or, affective, and psychomotor.
simply, assigning numerical value to represent a
student’s performance. Heirarchy of objectives are:

Assessment is gathering information to determine Blooms: Evaluation – Synthesis –

student’s learning to improve instructors. Analysis – Application – Comprehension –
knowledge
Evaluation is giving judgment through the use of
set of standards. Anderson: Create – Evaluate – apply –
analyze – understand – remember
Placement vs. Formative vs. Diagnostic vs.
Summative Assessment 4. Validity – Assessment should be valid. There
are several types of validity that are to be
Placement Assessment determines the established.
appropriate learning group a student should
belong to before implementing instruction. Types of Validity

Formative Assessment monitors a student’s Content – covers all content

progress and helps in reinforcing learning. Face – subjectively viewing a test as
Diagnostic Assessment identifies learning covering all the concepts it tries to measure.
difficulties and problems of the students. Concurrent – comparing new assessment
with an existing one that is proven valid.
 Predictive – capacity of the assessment to 12. Positivity of Consequence – assessment
predict future results. should have a positive effect. It should motivate
students to learn and do more and should give way
Discriminant – shows whether tow tests
to improve the teacher’s instruction.
that should not be related to each other are,
indeed, unrelated.
Construct – concerns the extent to which
a test or measure accurately assesses what it is
RULES AND PRINCIPLES OF TEST
supposed to.
CONSTRUCTION
5. Reliability – Assessment should show
Types of Objective Test
consistent and stable results.
Objectives Tests are test answerable with a single
Measures of Reliability
word, phrases, numbers, etc. as responses to an
Test-Retake/Retest – same examination item. They do not allow the assessor to make
taken with a gap in time. subjective interferences or judgments.
Split-Half – internal reliability. There are two types of objective test:
Parallel Form/Equivalence Test – two Supply Test Items – short and completion
versions of the test answers.
Test of Stability – same content but Selection Test Items – arrangements, true-
different forms with a gap in time. false, matching type, and multiple choice.
Measurement of Stability and General Guidelines in Writing Test Items
Equivalence – same content but different forms
1. Avoid wordings that are ambiguous and
within the day.
confusing.
Kuder-Richardson – use of RK Formulas
2. Use appropriate vocabulary and sentence
6. Fairness – assessment should give equal structure.
opportunities for every student. There should be
3. Keep questions short and to the point.
no discrimination of any kind (racial, age, gender,
etc) 4. Write items that have one correct answer.
7. Authenticity – assessment should touch real 5. Do not provide clues to the answer.
life situations and should emphasize practicability.
General Principles in Constructing Different
8. Practicality and Efficiency – assessment Types of Tests
should save time, money, etc. It should be
resourceful. 1. The test items should be selected very carefully.
Only important facts should be included.
9. Assessment is a continuous process –
assessment is an integral part of the teaching- 2. The test should have extensive sampling of
learning process making it continuous. items.

10. Ethics in Assessment – assessment should not 3. The test items should be carefully expressed in
be used to derogate the students. One example of simple, clear, definite, and meaningful sentences.
this is the right to confidentiality. 4. There should be only one possible correct
11. Clear Communication – assessment’s results response for each test item.
should be communicated to the learners and the 5. Each item should be independent.
people involved. Communication should also be
established between the teacher and the learners 6. lifting sentences from books should not be done
by the way of pre- and post-test reviews. to be encourage thinking understanding.
7. the first personal pronouns I and we should not Teachability - allows a skill to be mastered for
be used. proficiency
8. various types of test items should be made to Multi Foci - measures multiple learning outcomes
avoid monotomy.
Scorability - can be reliably and accurately
9. majority of the test items should be of moderate evaluated
difficulty.
PORTFOLIO ASSESSMENT
10. the test items should be arranged in an
Portfolio is a performance-based approach
ascending order of difficulty.
which is a collection of a student’s output and
11. Clear, concise and complete directions should achievement over a period of time covering
precede all types of test. several learning outcomes and products of
learning.
12. items which can be answered by previous
experiences alone without knowledge of the Why portfolio assessment – it gives
subject matter should not be included. students opportunities to be responsible for
learning, showcase multiple intelligence and
13. Catchy words should not be used in the test
personal learning styles, and document among
items.
others.
14. Test items must be based upon the objectives
How to assess a portfolio? There are three
of the course and upon the course content.
principles in portfolio assessment:
15. The test should measure the degree of
Content Principle - reflective of the subject
achievement or determine the difficulties of the
matter that must be learned
learners.
Learning Principle - enables students to become
16. The test should emphasize ability to apply and
active and thoughtful learners
use facts as well as knowledge of facts.
Equity Principle - demonstrative of student’s
17. The test should be of such length that it can be
learning style and multiple intelligences
completed within the time allotted by all or nearly
all of the pupils. How to conduct a portfolio assessment?
18. Rules governing good language expression, 1. Set targets - What topics/lessons do I want the
grammar, spelling, punctuation, and capitalization students to be assessed on?
should be observed in all items.
2. Collect evidences - What are all outputs can the
19. Information on how scoring will be done students include?
should be provided.
3. Select evidences - What outputs are relevant to
20. Scoring keys in correcting and scoring tests my target/s?
should be provided.
4. Reflect on evidences - What can I infer from
7 CRITERIA FOR SELECTING A GOOD the evidences?
PERFORMANCE TASK
5. Rate collection - How can I rate the portfolio?
Authenticity - similarity to real-life encounters
RUBRIC IN ASSESSMENT
Feasibility - realistically implementable relative
A rubric is a detailed assessment tool with
to cost, time, etc.
several criteria used for rating a student’s output.
Generalizability - results and insights can be
Holistic Rubric - provides a single score for an
applied to other contexts or broader range of
overall impression of a student’s output
situations
Fairness - does not discriminate students for their
social status, gender, etc.
Analytic Rubric - breaks down an objective into the lowest scores who both answered the item
component parts for individual rating that is added correctly
to come up with the final score

Percentile Rank – this is a method of evaluating

the performance of a student by comparing their
score to the scores of other students in the same
peer group to indicate what percentage of those
students scored lower than them.
Standard Deviation – this statistical method is
usually applied to analyze the scores of the
students and to determine how spread out the
scores are to the average (mean).
The value of standard deviation helps a
teacher identify the homogeneity/heterogeneity of
a class.
If the value gets lower, the class becomes
more homogenous. Otherwise, they are more
heterogenous.
CONCEPT OF SKEWNESS
Normal/Symmetrical Distribution - indicates
that the frequencies of the value are equally
distributed on both sides of the central value.
BASIC STATISTICS IN ASSESSMENT This also means that the mean, median,
Post-Item Analysis and mode are equal.

Post-item analysis is the process of In analyzing scores of the students, this

examining a student’s response to each test item means that the scores are near the average.
and it has two characteristics:
Item Difficulty - determines the number
of students who answered the item correctly
compared to the total number of takers
Discrimination Index - shows the
difference between the proportion of top scorers to
 Concept of Skewness
Skewed distribution indicates that the
frequencies of the value are not equally distributed
on both sides of the central value.
This can be: positively or negatively
skewed.
A negatively skewed distribution means
that more students got higher scores and a few got
lower scores.
Otherwise, it is a positively skewed
distribution