WEEK 1

INTRODUCTION TO ASSESSMENT OF LEARNING II

This lecture provides a solid foundation in educational assessment II, setting the stage for
deeper exploration of assessment tools and techniques in subsequent sessions.

Course Title: Prof. Ed. 223 Assessment of Learning II

Adjunct Professor: Dr. Teodorico “Chud” C. Pelino Jr.
Duration: 3 Hours
Session Title: Introduction to Educational Assessment II
Course/Learning Outcome: Distinguish among types of assessment; cite ways to traditional
and authentic assessment; and discuss marks of quality assessment and current trends in
assessment

INTRODUCTION

Welcome to the course! Assessment in education is important, particularly in education, and

how it plays a critical role in the teaching-learning process.
Icebreaker Activity: Share your previous experiences with assessments in school—both
positive and negative. How did these assessments impact your learning? This activity
encourages students to reflect on their personal experiences and sets the stage for the
discussion on the importance of assessment.

One of the most vital aspects of education—assessment. Whether you’ve realized it or not,
assessment has played a significant role in your learning experiences. Think back to a time
when an exam, a project, or even a simple quiz shaped your understanding or maybe even your
future decisions. What made that assessment effective or ineffective? These are the questions
we'll delve into as we uncover the role of assessment in education.

1. Definition of Assessment

Assessment is the process of collecting, analyzing, and interpreting information to determine the
extent to which learners achieve intended learning outcomes. It is an integral component of the
teaching-learning process, providing a basis for instructional decisions and measuring students'
progress.

According to Miller et al. (2013), assessment helps gauge the effectiveness of teaching
strategies and provides insights into students' strengths and weaknesses. In the Philippine
context, Corpuz and Salandanan (2016) emphasize that assessment must align with curriculum
goals and standards to ensure quality education.

Example:

Teachers use quizzes and assignments to check students' understanding of a lesson. For
instance, after a lesson on the elements of a story, students might take a short quiz to identify
the plot, setting, and characters in a given text.
2. Diagnostic, Formative, and Summative Assessment
2.1 Diagnostic Assessment

Diagnostic assessment identifies students' prior knowledge, skills, and misconceptions before
instruction begins. It ensures that teaching starts at the appropriate level.

Example: A pre-test on basic algebra concepts given before introducing linear equations.

2.2 Formative Assessment. Formative assessment occurs during instruction to provide feedback
to both teachers and students. It supports learning by identifying areas for improvement.

Black and Wiliam (1998) describe formative assessment as a powerful tool for improving student
outcomes when used effectively.

Example: A teacher observes students working on group activities and provides immediate
feedback to guide their performance.

2.3 Summative Assessment. Summative assessment evaluates students' learning at the end of
a unit, term, or course. It measures whether learning objectives have been achieved.

Example: A final exam covering all topics discussed in a semester.

3. Norm-Referenced vs. Criterion-Referenced Assessment

3.1 Norm-Referenced Assessment (NRA). NRA compares a student's performance to that of a

group. It ranks students and identifies those performing above or below the average.

Example: Standardized tests like the National Achievement Test (NAT) in the Philippines, where
scores are interpreted relative to the performance of the entire test-taker population.

3.2 Criterion-Referenced Assessment (CRA). CRA measures a student’s performance against

a predetermined standard or learning objective. It focuses on mastery of specific skills.

Example: A teacher checks whether students can solve 10 out of 12 multiplication problems
accurately, regardless of their peers’ performance.

4. Traditional vs. Authentic Assessment

4.1 Traditional Assessment. Traditional assessment includes standardized tests and paper-
pencil exams that focus on rote memorization and basic skills.

Example: A multiple-choice test on grammar rules.

4.2 Authentic Assessment. Authentic assessment evaluates students' ability to apply their
knowledge and skills in real-world or practical contexts. It aligns with the principles of outcomes-
based education (DepEd, 2015).

Wiggins (1998) emphasizes that authentic assessment fosters critical thinking and creativity.

Example: Students create a short story showcasing the elements of fiction and present it to the
class.

5. De-Contextualized vs. Contextualized Assessment

5.1 De-Contextualized Assessment. This type of assessment evaluates knowledge and skills in
isolation, often removed from real-life applications.

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Example: A grammar test that requires students to fill in the blanks without any meaningful
context.

5.2 Contextualized Assessment. Contextualized assessment relates tasks to students’ everyday

experiences and cultural backgrounds, making learning more relevant and meaningful
(Bernardo, 2017).

Example: Asking students to write a persuasive essay on environmental issues in their

community.

6. Marks of Quality Assessment

A high-quality assessment is characterized by the following:

6.1 Validity. Assessment should measure what it intends to measure. For example, a test on
reading comprehension should not assess spelling.

6.2 Reliability. Assessment results should be consistent over time and across different groups
of students.

6.3 Fairness. Assessments must be unbiased and accessible to all learners, including those
with special needs.

6.4 Practicality. Assessments should be feasible in terms of time, effort, and resources.

6.5 Ethicality. Ethical assessment ensures confidentiality and transparency in the use of results
(Airasian, 2005).

Example: A teacher designs a rubric for essay grading to ensure objectivity and fairness.

7. Current Trends in Assessment

7.1 Competency-Based Assessment. This approach focuses on students’ demonstration of

specific competencies or skills.

Example: Students perform a laboratory experiment to demonstrate their understanding of

scientific concepts.

7.2 Technology-Enhanced Assessment. The use of digital tools for assessment has become
prevalent.

Example: Online quizzes through platforms like Quizizz or Google Forms.

7.3 Formative Feedback Loops. Teachers provide timely and constructive feedback to improve
students' learning processes.

Example: A teacher comments on students' drafts to guide revisions before final submission.

7.4 Culturally Responsive Assessment. This trend emphasizes inclusivity by considering

students’ cultural contexts.

Example: Designing assessment tasks that reflect local traditions or community issues.

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References

Airasian, P. W. (2005). Classroom assessment: Concepts and applications (6th ed.).

McGraw-Hill. Bernardo, A. B. I. (2017). Context and learning: Implications for assessment and
instruction. Philippine Journal of Education.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:
Principles, Policy & Practice, 5(1), 7–74.

Corpuz, B. B., & Salandanan, G. G. (2016). Principles and strategies of teaching 2. Lorimar
Publishing, Inc.

Miller, M. D., Linn, R. L., & Gronlund, N. E. (2013). Measurement and assessment in teaching
(11th ed.).

Pearson. Wiggins, G. (1998). Educative assessment: Designing assessments to inform and

improve student performance. Jossey-Bass.

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