Section 1

Explain the nature and roles of a good assessment, and its relevance to learners, teachers, parents
and stakeholders.

Nature of assessment

Assessment is embedded in the learning process. It is tightly interconnected with curriculum and
instruction.

As teachers and students work towards the achievement of curriculum outcomes, assessment plays a
constant role in informing instruction, guiding the student’s next steps, and checking progress and
achievement.

 is embedded in the learning process. It is tightly interconnected with curriculum and

instruction.
  Classroom assessment involves students and teachers in continuous monitoring of students’
learning.
  It gives students a measure of their progress as learners.
 It provides opportunity for close observation of students in the process of learning
 It helps in collection of frequent feedback on students’ learning and how they respond to
particular teaching approaches.
 Assessment has profound impact on the self- esteem of pupils, which is critical influence on
learning. 

Good assessment

Well-designed assessment methods provide valuable information about student learning. They tell us
what students learned, how well they learned it, and where they struggled.

An assessment requiring students to use the same competencies, or combinations of knowledge, skills,
and attitudes that they need to apply in the criterion situation in professional life.'Gulikers, Bastiaens,
and Kirschner, (2004, p. 69)

Several attempts to define good assessment have been made.

Valid: measures what it is supposed to measure, at the appropriate level, in the appropriate
domains.
Fair: is non-discriminatory and matches expectations.
Transparent: processes and documentation, including assessment briefing and marking
criteria, are clear.
Reliable: assessment is accurate, consistent and repeatable.
Feasible: assessment is practicable in terms of time, resources and student numbers.
Educational impact: assessment results in learning what is important and is authentic and
worthwhile.
 The roles of a good assessment, and its relevance to learners, teachers, parents and stakeholders.

 Assessment for learning: where assessment helps teachers gain insight into what students
understand in order to plan and guide instruction, and provide helpful feedback to students.
 Assessment as learning: where students develop an awareness of how they learn and use that
awareness to adjust and advance their learning, taking an increased responsibility for their learning.
 Assessment of learning: where assessment informs students, teachers and parents, as well as
the broader educational community, of achievement at a certain point in time in order to celebrate
success, plan interventions and support continued progress.

A. Concerns/ Guide questions:

 Differentiate measurements, testing, assessments, and evaluation.

Measurements

 process of collecting data on attribute of interest.

 It is an act or process that involves the assignment of numerical values to whatever is being
tested.
 So it involve the quality of something.
 Is the term used to describe the assignment of a number to a given assessment. The number can
be a raw score or a score based on a normal distribution curve. The process on quantifying this
number is separate from using this information to evaluate student outcomes and achievement.

Test

 May be called as a tool, a question, set of question, an examination which is used to

measure a particular characteristic of a group or individuals.
 Is a form of questioning or measuring tool used to access the status of one’s skill, attitude
and fitness.
 An instrument or activity used to accumulate data on a person’s ability to performed a
specified task.
 It is an assessment intended to measure a test-taker’s knowledge, skill, aptitude,
performance, or classification in many other topics.

Assessment

 Is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and
beliefs.
  Is the process of gathering, interpreting, recording and using information about pupil’s
responses to an educational task.
 Can focus on the individual learner, the learning community (class, workshop, or other
organized group of learners), the institution, or the educational system.
 The process of gathering quantitative and qualitative data of what a student can do, how
much a student possesses.

Evaluation

 Is concerned with a whole range of issues in and beyond education; lessons, programs and skills
can be evaluated. It produce a global view of achievements usually based on many different
types of information such as observation of lesson, test, scores, assessment reports, course
documents or interviews with students and teachers.
 The process of making overall judgment about one’s work or a whole school work ( Cameron)
 Is process of determining to what extend the educational objectives are being realized. ( Ralph
Taylor)

 Types of Tests
 Diagnostic tests- These tests are used o diagnose how much you know and what you
know. They can help a teacher know what needs to be reviewed or reinforced in class.
They also enable the student to identify areas of weakness.

 Placement tests - used to check a student’s language level through grammar, vocabulary,
reading comprehension, writing, and speaking questions.

 Progress or achievement tests - measure the students’ improvement in relation to

their syllabus. These tests only contain items which the students have been taught in
class.

 Proficiency tests-  check learner levels in relation to general standards. They provide a
broad picture of knowledge and ability.

 Internal tests - are those given by the institution where the learner is taking the course.
They are often given at the end of a course in the form of a final exam.

 External tests-  tests are those given by an outside body.

 Objective tests - Multiple-choice tests fall into this group. Students have to select a pre-
determined correct answer from three or four possibilities.

 Subjective tests- require the marker or examiner to make a subjective judgment

regarding the marks deserved. Examples are essay questions and oral interviews. For
 such tests, it is especially important that both examiner and student are aware of the
grading criteria in order to increase their validity.

 Combination tests - many tests are a combination of objective and subjective styles. 
 Function of testing
 They are used to determine whether students have learned what they were expected to
learn or to level or degree to which students have learned the material.
 They may be used to measure learning progress and achievement and to evaluate the
effectiveness of educational programs. Tests may also measure student progress toward
stated improvement goals or to determine student placement in programs .

 Nature and purpose of assessment

 It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and
using information to increase students’ learning and development. Nature of
assessment is embedded in the learning process. 
 Assessment is a key part of today’s educational system and serves as an individual
evaluation system.

 Relevance of assessment
 Assessment is a key component of learning because it helps students learn. When
students are able to see how they are doing in a class, they are able to determine
whether or not they understand course material. Assessment can also help motivate
students.
 Just as assessment helps students, assessment help teachers, assessment allows
teachers to see if their teaching has been effective.  
 Important concepts and terms
Assessment is the systematic basis for making inferences about the learning and development of
students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting,
and using information to increase students' learning and development.

Assessment is a key component of learning because it helps students learn. When students are
able to see how they are doing in a class, they are able to determine whether or not they
understand course material. Assessment can also help motivate students. ... Just
as assessment helps students, assessment helps teachers. (study.com)

 Identify (one) 1 form of assessment from DepEd, then describe its importance and purpose.

Summative assessment - the importance of this assessment is to help us measure a student’s

achievement at the end of a dedicated instructional period. Teachers must use methods to
measure student learning that have been deliberately designed to assess how well students
have learned and are able to apply their learning in different contexts.
Summative assessment – this is used to measure whether the learners have met the content
and performance standards. The results are recorded as scores or grades that are then factored
into our students’ academic record.
  Reflective Essay (about the whole area of concern)

The importance of assessment is not only to the learners but also to the teachers to
monitor students on a day-to-day basis and modify their teaching based on what the
students need to be successful. There are also different strategies on assessment that cater
the needs of the learner with the help of our good teachers. This assessment provides with
the timely, specific feedback that they need to make adjustments to their learning. We
cannot live without assessments or tests as they are part of the total curriculum
experience. If students know they are doing poorly, they may begin to work harder.

B. Concerns/ Guide questions:

 Comprehensive discussion on Roles of Assessment (instructional process Placement

Assessment)
 Formative Assessment

 The best formative assessment involves both students and teachers in a recursive process. It
starts with the teacher, who models the process for the students. At first, the concept of what
good work "looks like" belongs to the teacher. The teacher describes, explains, or demonstrates
the concepts or skills to be taught, or assigns student investigations reading assigned material,
locating and reading materials to answer a question, doing activities or experiments to put
content into students' hands. Formative assessment refers to the ongoing process students and
teachers engage in when they:
1. Focus on learning goals.
2. Take stock of where current work is in relation to the goal.
3. Take action to move closer to the goal.

For example:  The teacher shares the aspects of a good descriptive paragraph and tells students how
their work compares to the ideal. Gradually, students internalize the learning goals and become able
to see the target themselves. They begin to be able to decide how close they are to it.

 Diagnostic Assessment

 Another type of assessment, which is given at the beginning of the course or the beginning of the
unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students
already know about the topic. Diagnostic assessments are sets of written questions (multiple choice or
short answer) that assess a learner’s current knowledge base or current views on a topic/issue to be
studied in the course.
 It is a form of pre-assessment where teachers can evaluate students’ strengths, weaknesses, knowledge
and skills before their instruction.
 Written by students, the diagnostic assessment is a tool for teachers to better understand what students
already know about a topic when submitted before the start of a course.
 Summative Assessment
 Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion
of a defined instructional period typically at the end of a project, unit, course, semester,
program, or school year. 
 The goal of summative assessment is to evaluate student learning at the end of an instructional
unit by comparing it against some standard or benchmark.
 Summative assessments are often high stakes, which means that they have a high point value.
Examples of summative assessments include:
 a midterm exam
 a final project
 end of unit or chapter tests
 end of term or semester tests
Section 2

Critique teacher- made tests using the principles of high- quality assessment.

Below is the example of a teacher- made test.

For me this teacher-made test sample has the following principles of high quality assessments like:

1. Clarify the learning targets that it has clearly stated and centered on what is important.
2. Appropriateness of assessment methods that match the methods of learning targets
3. Fairness assessment that give equal opportunities for every student. A kind of assessment that
no discrimination of any kind gender, racial, age etc.
4. Positive consequences that the assessment have a positive effect and motivate student to learn
and do more.
Section 2

Critique teacher- made tests using the principles of high- quality assessment.

Activity A

What is learning outcome?

 Describe the measurable skills, abilities, knowledge or values that students should be able to
demonstrate as a result of a completing a course.

 They are student-centered rather than teacher-centered, in that they describe what the
students will do, not what the instructor will teach.

Illustrate and discuss Taxonomy of Learning Domains

 Cognitive (knowledge-based) – Cognitive Levels and Process ( Anderson, et-al)

Anderson and Krathwohl’s Taxonomy 2001

1. Remembering:

Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or
retrieve definitions, facts, or lists, or to recite previously learned information.

Example: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.

2. Understanding:

Constructing meaning from different types of functions be they written or graphic messages or activities
like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.

Example: Rewrites the principles of test writing. Explain in one's own words the steps for performing a
complex task. Translates an equation into a computer spreadsheet.

3. Applying:

Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to
situations where learned material is used through products like models, presentations, interviews or
simulations.

Example: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the
reliability of a written test.
4. Analyzing:

Breaking materials or concepts into parts, determining how the parts relate to one another or how they
interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this
function are differentiating, organizing, and attributing, as well as being able to distinguish between the
components or parts. When one is analyzing, he/she can illustrate this mental function by creating
spreadsheets, surveys, charts, or diagrams, or graphic representations.

Example: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in
reasoning. Gathers information from a department and selects the required tasks for training.

5. Evaluating:

Making judgments based on criteria and standards through checking and critiquing. Critiques,
recommendations, and reports are some of the products that can be created to demonstrate the
processes of evaluation. In the newer taxonomy, evaluating comes before creating as it is often a
necessary part of the precursory behavior before one creates something.

Example: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new
budget.

6. Creating:

Putting elements together to form a coherent or functional whole; reorganizing elements into a new
pattern or structure through generating, planning, or producing. Creating requires users to put parts
together in a new way, or synthesize parts into something new and different creating a new form or
product. This process is the most difficult mental function in the new taxonomy.

Example: Write a company operations or process manual. Design a machine to perform a specific task.
Integrates training from several sources to solve a problem. Revises and process to improve the
outcome.

 Psychomotor (skills-based)

 This domain focuses on motor skills and actions that require physical coordination. Behavior
emphasize on the skills that are concerned with the movement of muscles.
Learning objectives at this level expect students to be able to mimic the behavior seen. 

 A contemporized psychomotor skill-teaching model must include verbalization or self-

declarative instruction as an instructional step skill when teaching task-based skills prior
to skill performance. This steps involves the learner describing the skill steps before
performing the task.
 Affective ( Values, Attitudes and interests)
 This domain includes objectives relating to interest, attitude, and values relating to learning
the information.
 The affective domain includes factors such as student motivation, attitudes, perceptions and
values. Teachers can increase their effectiveness by considering the affective domain in
planning courses, delivering lectures and activities, and assessing student learning.
 The affective domain describes learning objectives that emphasize a feeling tone, an emotion,
or a degree of acceptance or rejection. Affective objectives vary from simple attention to
selected phenomena to complex but internally consistent qualities of character and
conscience. We found a large number of such objectives in the literature expressed as
interests, attitudes, appreciations, values, and emotional sets or biases. [from Krathwohl et al,
1964 ]
Here are descriptions of each step in the taxonomy, starting at the most basic level.
 
 Receiving is being aware of or sensitive to the existence of certain ideas, material, or
phenomena and being willing to tolerate them. Examples include: to differentiate, to
accept, to listen (for), to respond to.

 Responding is committed in some small measure to the ideas, materials, or phenomena

involved by actively responding to them. Examples are: to comply with, to follow, to
commend, to volunteer, to spend leisure time in, to acclaim.

 Valuing is willing to be perceived by others as valuing certain ideas, materials, or

phenomena. Examples include: to increase measured proficiency in, to relinquish, to
subsidize, to support, to debate.

 Organization is to relate the value to those already held and bring it into a harmonious
and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate,
to balance, to examine.

 Characterization by value or value set is to act consistently in accordance with the values
he or she has internalized. Examples include: to revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.

Types of Assessment Methods (Provide examples)

 Selected- Response Format

This is an assessment that students using questions and items that are multiple choice,
matching, and true/false. In selected response items, students choose a response provided
by the teacher or test developer, rather than construct one in their own words or by their
own actions. Selected response items do not require that students recall information, but
 only that they recognize the correct answer. Tests with these items are called objective
because the results are not influenced by scorers’ judgments or interpretations and so are
often machine scored. 

Example: Who is best known for their work on the development of the morality of justice?
a) Erikson
b) Vygotsky
c) Maslow
d) Kohlberg

 Constructed- Response Format

it is a general term for items that require the student to generate a response as opposed to
a selected response. Questions are a way of measuring complex, higher level and critical
thinking skills.
Items require more elaborate answers and explanations of reasoning.

Example:  Write an essay comparing and contrasting two poems, stories, or plays, including
details supporting your response.
 Teacher observations

Teacher observations can provide important evidence for assessment judgments. In some cases,

they provide the only way of obtaining evidence about particular learning outcomes, especially
those involving practical techniques, performance activities, 'real life' projects and group work.
Observational assessments involve obtaining evaluative information through direct observation.
They most often are used for behavior, social-emotional functioning, and language. 

Other assessment techniques include consultation, focused analysis, peer assessment and
self-assessment. The Position and Guidelines state that: 'Observation involves teachers in
observing students as they participate in planned activities.

The goal of any assessment is to gain a clearer picture of what an individual has learned,
the way he or she learned it, and how he or she uses what has been learned. Keep these
ideas in mind as you assess students' learning:

 Glean information from each student's daily experiences and interactions.

 Use data from tests to supplement your observation.
 Watch the process children go through to master skills, concepts, or content.
 Ask students to think aloud for you so you can probe their understanding of content and
strategies.
 Build student portfolios to record performance benchmarks during the year.
 Use every possible source of information to create a rich tapestry of assessment enabling you to
determine appropriate instruction for each student.

 Student self- assessment

Student self-assessment describes the process in which each student evaluates his or her own progress
or performance. This can take the form of “I can” statements, learner contracts, reflections, portfolio
reviews, and recording oneself. Research has shown that using self-assessment with students can
positively effects self-efficacy and intrinsic motivation levels in students.

example let’s say “I can” statements:

“I can” statements are a type of self-assessment. At the end of a class, chapter, unit, theme, etc.,
students are asked to complete a certain number of “I can” statements that explain what they feel they
are able to do. For example, after a grammar lesson on the past tense, some possible “I can” statements
might be:

 I can recognize the past tense in written work

 I can conjugate the past tense with all the personal pronouns
 I can verbally express a sentence about something I did in the past tense

“I can” statements can be used by the teacher as a type of ‘exit slip’ at the end of a lesson; before
students can leave the classroom, they must complete their “I can” statements and give them to the
teacher. This process allows the teacher to review the statements made by all of the students, and see if
the “I can” statements correspond with the lesson objectives of the teacher, or if there is a need for
review, more practice, or a re-framing of the content.
Section 3.

Construct sample valid classroom assessment test for measuring target learning outcomes.

Teaching requires assessment for example the evaluation of student understanding in light of the goals
of a lesson. Student learning outcomes articulate what a student should know or can do after
completing a course or program. The assessment of student learning outcomes provides information
that puts student learning at the forefront of academic planning processes. (University of Maryland)

Information about student learning can be assessed through both direct and indirect measures. Direct
measures may include homework, quizzes, exams, reports, essays, research projects, case study
analysis, and rubrics for oral and other performances. Examples of indirect measures include course
evaluations, student surveys, course enrollment information, retention in the major, alumni surveys,
and graduate school placement rates. (Cornell University)

Methods of measuring student learning are often characterized as summative or formative assessments:

Summative assessments - tests, quizzes, and other graded course activities that are used to measure
student performance. They are cumulative and often reveal what students have learned at the end of a
unit or the end of a course.

Formative assessment  - any means by which students receive input and guiding feedback on their
relative performance to help them improve.

Formative assessments can be used to measure student learning on a daily, ongoing basis. These
assessments reveal how and what students are learning during the course. Instead of asking students if
they understand or have any questions, you may ask your student to reflect and report on their own
learning and  write the most important points or the most confusing aspect of the lecture.
Section 4.

Interpret a given set of assessment data for reporting purposes.

 The analysis and interpretation of data should support the fundamental purpose of assessment:
establishing and understanding where learners are in an aspect of their learning at the time of
assessment.

 Data, information and artefacts become evidence when used to determine the presence or
absence of what students know, understand, can do and are becoming.
 Achievement standards provide the lens that guides the analysis process to make judgements
about where students are in their development.
Purposes of Assessment
The central purpose of student assessment in schools is to gather, analyse and reflect on evidence in
order to make informed and consistent judgements aimed at bringing about improvement in student
learning.
Purpose of reporting
The primary purpose of reporting is to provide meaningful information so as to improve student
learning. To do this the reporting process must be an integral part of the teaching and learning process.
These processes must enable effective monitoring of student learning and provide ongoing, constructive
feedback to students and their parents about progress. Reporting process should enhance students’
own capacities to reflect on their learning, their successes and areas for further learning.
Student performance data
The principal objective in collecting data on student performance must be to improve information and
knowledge available in order to enhance the teaching and learning of students and the allocation of
resources to achieve equitable outcomes in education.
Educational data is collected for a range of purposes, including:
 for diagnostic purposes within a class or school
 for reporting to students and parents
 for monitoring the distribution of educational resources
 to facilitate effective planning of educational resources including monitoring participation of
different groups of students, by specific groupings
 to develop educational targets and priorities
 for other purposes related to system accountability
 to monitor the post school destinations of students
 to establish longitudinal data of student participation and outcomes.
 ASSESSMENT
OF
LEARNING 1
( Educ. 9)

Submitted to:

Rubylyn I. Echavez

Instructress

Submitted by:

Jane F. Rasonabe

student