PED06

Assessment
Learning 1
Lesson
Objectives At the end of this chapter the students
are expected to:
Describe the basic concepts and
terminologies in assessment.

Explain the type and purposes of

measurement, assessment, testing and
evaluation.

Discuss the relationship of measurement,

testing, evaluation and assessment.

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 OVERVIEW
Assessment is said to be at the core of
the learning process and also
considered as a vital element in the
curriculum process.

It used to determine student’s learning needs, monitor their

progress and examine their performance against identified
student learning outcomes. As such, it is implemented at
different phases of instruction: before (pre-assessment),
during (formative assessment) and after instruction
ASSESSMENT (summative assessment. Therefore, it is very important for
students, teachers and other individual who is related to
education to understand what is assessment is all about, why
it is needed and how it is connected to measurement, testing
and evaluation.
 ASSESSMENT
Assessment can be defined as the
process of gathering the data and
fashioning them into interpretable form
for decision-making.

It involves collecting data with a view of making valve

judgment about the quality of a person, object, group or event
(Ajuonnma,2006 as cited in Ajayi, 2018). The term assessment
comes from the Latin word assidȇre which means “to sit
ASSESSMENT beside a judge”. this means that assessment is tied up with
evaluation. According to Ajayi (2018), aassessment is a broad
term that includes testing which is a special form of
assessment.
 ASSESSMENT
It is the process of defining, selecting,
designing, collecting, analyzing,
interpreting, and using information to
increase students' learning and
development.

As such, it is implemented at different phases of instruction:

ASSESSMENT
before (pre- assessment); during (formative assessment)
and after instruction (summative).
 ASSESSMENT
With the directive of the Commission on Higher
Education (CHED) to implement outcome-based
education (OBE) across all programs (CMD 46, s.
2012), it is imperative that educators are aware of
the emphasis of OBE in terms of assessment.
CHED defines OBE as an "approach that focuses and
organizes the educational system around what is
essential for all learners to know, value, and be
able to do to achieve the desired level of
competence" (CHED, 2014, p.9).
CHED recognizes that OBE requires the use of
ASSESSMENT
appropriate assessments especially non-
conventional methods to measure student
performance.
 ASSESSMENT
At the micro-level, OBE begins
with a clear-cut statement of the
learning outcomes what the
students should know, understand
and be able to do. These intended
learning outcomes (ILOs) are the
foundation for designing teaching
ASSESSMENT and learning activities [TLAS) and
assessment tasks (ATS).
 Measurement
Measurement comes from the old
French word “measure” which means
“limit or quantity”.

Basically, it is a quantitative description of an object’s

characteristic or attribute. In education, teachers measure a
particular element of learning like their readiness to learn,
recall of facts, demonstration of specific skills, or their ability
ASSESSMENT to analyze and solve applied problems. They use tools or
instruments such as tests, oral presentations, written reports,
portfolios and rubrics to obtain pertinent information.
 TESTING
Testing is a formal, systematic
procedure for gathering information
(Russel& Airasian, (2012) as cited in
Almeida, et al. (2016). A test is a form
of assessment.

It is a formal and systematic procedure for measuring a

learner’s knowledge, skills or abilities administered under
ASSESSMENT
certain conditions. Tests are traditional assessments. They
may not be the best way to measure how much students have
learned but they still provide valuable information about
student learning and their progress.
 PED06

In the field of
education, what do
teachers measure
and what instruments
do they use?
 Test
Tests are the most dominant form of
assessment.

The issue concerning its effectiveness to

measure and effectively evaluate learning is
resolved if questions target and reflect learning
outcomes and covers the different learning
domains.
Tests are traditional assessments. They may not
ASSESSMENT be the best way to measure how much students
have learned but they still provide valuable
information about student learning and their
progress.
 PED06

A test is a form of
assessment. It is a formal,
systematic, procedure for
measuring a learner’s
knowledge, skills, or
abilities, administered under
certain conditions. (manner
and duration).
TYPES OF TEST
There are several typologies of tests. The successful
use of a test depends on the purpose and the
construct to be measured.

B.1.1 According to Mode of Response

In terms of the way responses are made, a test
may be oral, written or performance based.
B.1.2 According to Mode of
Administration
A test can be given individually or in a group. In the
case of a student with special needs, individual test
can be given to them in order to facilitate the test
appropriately.
B.1.3 According to Ease of Quantification of
Response
A test can be classified into two, subjective or
objective. An objective test can be corrected and
quantified quite easily where scores can be readily
compared. Examples are: true or false, matching
type, multiple choice. While subjective test elicits
varied answers or responses. This kind of test may
have more than one answer. Example: restricted
essay and extended-response essay. In terms of
scoring, unlike objective test, scores are likely to
influence by personal opinion or judgment by the
person doing the scoring.
B.1.4 According to Test Constructor
Classified based on the constructor, attest may either
be standardized or non standardized. Standardized
tests are prepared by specialists who are versed in the
principles of assessment. They can be administered to
a large group of students or examiners under similar
conditions. Scoring procedures and interpretation are
consistent. On the other hand, Non-standardized tests
are usually prepared by teachers. Mostly we called
this as Teacher-Made Test. At times, this kind of test
are constructed haphazardly due to limited time and
lack of opportunity to pre-test the items or pilot test.
B.1.5 According to Mode of Interpreting
Results
To interpret the test results, we can classify them as
norm or criterion-referenced interpretation.
* Tests that yield norm-referenced interpretations are
evaluative instruments that measure a student’s
performance in relation to the performance of a group
on the same test. Likewise, they measure student’s
performance in comparison to the performance of
same-age students on the same assessment.
Comparisons are made and the student’s relative
position is determined. For instance, a student may
rank third in a class of fifty.
B.1.5 According to Mode of Interpreting
Results

* Tests that allow criterion-referenced interpretations

describe each student’s performance against an
agreed upon or pre established criterion or level of
performance. Moreover, they measure student’s
performance based on mastery of a specific set of
skills. It measures what the student knows and
doesn’t know at the time of assessment. The
student’s performance is NOT compared to other
students’ performance on the same assessment.
B.1.6 According to Nature of Answer

There are types of test which are classified according

to construct they are answering such as personality,
intelligence, aptitude, achievement, social
relationships, etc.
FUNCTIONS OF TESTING
Not all types of tests are suited for all use. One needs
to be aware of the different functions of testing in
order to select the most appropriate type which is
suited to the needs of the one who will use it.
Instructional Functions
One of the uses of test in education is to provide
feedback to the teacher if how far the students
learn a lesson. And at the same time, student can
assess their own learning and performance.
1. Tests facilitate the clarification of meaningful
learning objectives.
2. Tests provide a means of feedback to the
instructor and the student
3. Tests can motivate learning.
4. Tests can facilitate learning.
5. Tests are a useful means of overlearning.
Administrative Functions
This is being used in any administrative matter in
order to provide means of determining how they
will group students according to their level of
ability. Some may use it as means of
accreditation, mastery or certification and
mechanism for quality control.

Research and Evaluation

Tests are utilized in studies to determine the
effectiveness of an instructional material, new
pedagogical techniques in teaching and even the
use of technology that will help in enhancing the
learning are carried out using test and other
assessment.
Administrative Functions
This is being used in any administrative matter in order
to provide means of determining how they will group
students according to their level of ability. Some may
use it as means of accreditation, mastery or
certification and mechanism for quality control.
1. Tests provide a mechanism of quality control.
2. Tests facilitate better classification and placement
decisions.
3. Tests can increase the quality of selection decisions.
4. Tests can be a useful means of accreditation,
mastery or certification.
Research and Evaluation
Tests are utilized in studies to determine the
effectiveness of an instructional material, new
pedagogical techniques in teaching and even the use
of technology that will help in enhancing the learning
are carried out using test and other assessment.

◦Tests are useful for program evaluation and

research
-effectiveness of new pedagogical techniques
-research on teaching and learning innovations
-effectiveness of technology-enhanced learning
Guidance Functions
This is utilized in guidance in order to enable to assess
student’s abilities, interest and aptitudes so that they
can take advantage of educational, vocational and
personal opportunities.
-Tests can be of value in diagnosing an individual’s
special aptitudes and abilities
-understand abilities and interests
-advantage of educational, vocational and personal
opportunities
-school- learner’s scholastic aptitude, achievement,
interests and personality
 PED06

Why is
assessment and
evaluation
important in
education?
 EVALUATION
Evaluation come s in after the data had
been collected from an assessment
task.

According to Russel and Airasian (2012) as cited in de

Guzman, et al. (2015) that evaluation is the process of
judging the quality of a performance or course of action. As
what its etymology indicates (French word evaluer),
evaluation entails finding the value of an educational task.
This means that assessment data gathered by the teacher
ASSESSMENT
have to be interpreted in order to make sound decisions about
students and the teaching-learning process. Evaluation is
carried out both by the teacher and students to uncover how
the learning process is developing.
PED06
Purposes of Assessment
There are three interrelated purposes of assessment.
Knowledge of these purposes and how they fir in the
learning process can result to a more effective
classroom assessment.

Assessment for Learning

Assessment as Learning
Assessment of Learning
Assessment for Learning

This pertains to diagnostic and formative

assessment tasks which are used to determine
learning needs, monitor academic progress of
students and guide instruction.

Assessment as Learning
It employs tasks or activities that provide students
with an opportunity to monitor and further their
own learning- to think about their personal
learning habits and how they can adjust their
learning strategies to achieve their goals.
Assessment of Learning

This is summative and done at the end of a unit,

task, process or period. Its purpose is to provide
evidence of a student’s level of achievement in
relation to curricular outcomes.
 PED06

What is
evaluation in
assessment
process?
Relevance of Assessment
Assessment is needed for continued improvement
and accountability in all aspects of the education
system. In order to make assessment work for
everyone- students, teachers and other players in the
education system should have an understanding of
what assessment provides and how it is used to
explain the dynamics of student learning. The
following gives insights on how relevant assessment
is:
Students - become actively engaged in the learning
process and take responsibility for their own learning.

Teachers - gives information about student’s

knowledge and performance base.
Relevance of Assessment
Parents - helps to identify the needs of the children
for appropriate action and intervention.

Administrators - help to identify the weaknesses and

strengths of the program.

Policymakers - it provides information about students’

achievements which in turn reflect the quality of
education being provided by the school. Through
results of the assessment, policymakers utilize this in
order to formulate new laws that will improve the
educational system.
References
de Guzman, E. S., et al. (2015). Assessment of Learning 1. Adriana
Publishing Co., Inc. Quezon City; Manila, Philippines.
Ajayi, Victor. (2018). Difference Between Assessment,
Measurement and Evaluation in Science Education.
Retrievedfromhttps://www.researchgate.net/ publication on July
28,2020.
Norm & Criterion- Referenced Interpretations. Retrieved from:
http://files.hbe.com.au/flyerlibrary/Brigance/Criterion
referenced%20vs.%20Norm referenced%20Assessment.pdf on
July 28, 2020.
https://pluspng.com/img-png/writing-a-test-png-evaluation-
ex amination-examiner-learner-student-test-writing-icon-3
89.png