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At the core of the learning process, assessment is there. Assessment is done for gauging
and enhancing student learning. Teachers, students, and stakeholders of education should
understand what assessment is really all about, why it is needed and how it is connected to
measurement, testing, and evaluation.
What is the Outcome-based Curriculum all about? According to OBE Principles and
Process. (n.d.). Retrieved August 28, 2018, from http://cei.ust.hk/teaching-resources/outcome-
based-education/institutional-resources/obe-principles-and-process#1, outcome-based
education refers to the process of clearly focusing and organizing everything in the system of
education around what is important for all students to be able to do successfully at the end of
their learning experiences.
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Likewise, according to OBE Principles and Process. (n.d.). Retrieved August 28, 2018,
from http://cei.ust.hk/teaching-resources/outcome-based-education/institutional-
resources/obe- principles-and-process#1, outcome-based education curriculum means
starting with a clear
picture of what is relevant for students to be able to do, then organizing the curriculum,
instruction and assessment so as to ensure that the said learning ultimately happens. OBE
curriculum has the following principles according to the same source, and these are the
following:
1. Clarity of focus
Focus on what the teachers should be on what the said teachers want students to
know, understand, and do. Helping others develop the knowledge, skills, personalities,
and attitudes of students will enable them to achieve the intended outcome that has been
clearly articulated should be the focus of teachers.
2. Designing down
Curriculum design should start with a clear definition of the intended outcomes
in which students are to be achieved by the end of the program. All instructional
decisions are then made to achieve the desired end result once this has been done.
3. High expectations
In order to encourage students to engage deeply in what they are learning,
teachers should establish high and challenging performance standards. Successful
learning promotes more successful learning, and so students should be helped to achieve
high standards.
4. Expanded opportunities
Teachers should strive so as to provide expanded opportunities for all students.
This is based on the idea that not all learners can learn the same thing simultaneously
and in the same way. If students are given appropriate opportunities, said students could
achieve high standards.
MEASUREMENT
According to De Guzman, Estefania.S., Adamos, Joel L. (2015) Assessment of Learning
1. Manila: Adriana Publishing Co., Inc, page 2, measurement comes from the Old
French word 'mesure' meaning “limit or quantity”. Measurement basically is a
quantitative description of characteristic or attribute of an object. In education,
measurement refers to what do teachers measure and what instruments do they use in
measuring. In determining how much learning a student has acquired compared to a
standard or criterion or in reference to other students in a group (norm-referenced),
teachers are interested. Teachers usually measure the particular elements of learning,
like students' readiness to learn, demonstration of specific skills, recall of facts, or their
ability to analyze and solve applied problems. To obtain pertinent information, teachers
utilize tools or instruments like oral presentations, written reports, portfolios, and
rubrics.
TESTING
Assessment of Student Learning 1
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Nature and Roles of Assessment
According to the same source, the most dominant form of assessment is the test.
It is a traditional assessment and may not be the best way to measure how much
students have learned, but they still provide valuable information about students'
learning and progress.
What are the purposes of the test? According to Francisco, M. (2015, December
07). Type of Test. Retrieved August 28, 2018, from
https://www.slideshare.net/ManilynFrancisco/type-of-test-55896544, the purposes of the test
are the following:
1. To assess understanding of students to the given topic within a subject and
determine what they have learned;
2. To evaluate the progress of students in the subject within a given period of
time;
3. To assess the strengths and weaknesses of students for focus, assistance, or
individual instructions;
4. To identify who will receive awards, scholarships, and recognition;
5. To provide a basis of qualification for entry into a program, school, higher
education, scholarship, or internship;
6. To gain college credit-advanced placement exam;
7. To measure the effectiveness of a teacher or school as part of teacher evaluation,
high stakes testing.
ASSESSMENT
According to The Role of Measurement and Assessment in Teaching (n.d.)
Retrieved August 28, 2018 from
https://www.geneseo.edu/sites/default/files/sites/education/p12resources-assessment-
informs-teaching.pdf , assessment refers to procedures used to gain information about the
learning of students and the value judgment formation concerning learning progress.
The general principles of assessment, according to the same source, are the following:
EVALUATION
PhạmPhúcKhánh Minh Follow. (2015, March 31). Fundamental concepts and principles in Language Testing. Retrieved August
29, 2018, from https://www.slideshare.net/khanhminhlala/fundamental-concepts-and-principles-in-language-testing
2. Typical performance
Typical performance measure manifests what students will do or choose
to do. It assesses how the ability of learners is evident if demonstrated on a
regular basis. It is more focused on the level of motivation of the learner rather
than his optimal ability. Measures for this are interest, attitude and personality
inventories, peer appraisals, and observation techniques—insights into the
learner's interests, personality traits, and potential career preferences.
According to the same source, purposes of assessment are given, and these are
the following:
1. Assessment for Learning
It pertains to assessment tasks that are diagnostic and formative in nature
and utilized to identify the learning needs, monitor students' progress
academically during a unit or block of instruction, and guide instructions. On-
going and immediate descriptive feedback concerning their performance are
given to students. Teachers can make adjustments based on assessment results,
when necessary, in their teaching methods and strategies to support learning.
They can decide whether there is a need to differentiate instruction or design
learning activities that are more appropriate to clarify and consolidate students'
knowledge, understanding, and skills.
Examples:
Pre-tests
Quizzes
Written assignments
Focused questions
Concept maps
2. Assessment as Learning
It employs activities or tasks that allow students to monitor and further their
own learning – to think about their personal learning habits and how to adjust their
learning strategies to achieve their goals. Metacognitive processes like self-
regulation and self-reflection are involved here to allow students to use their
strengths and work on their weaknesses by directing and regulating their learning.
Students are accountable and responsible for their own learning. It is also
formative, which may be given at any learning process phase.
Assessment of Student Learning 1
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Nature and Roles of Assessment
Examples:
Self- assessment rubrics
Peer assessment rubrics
Portfolios
3. Assessment of Learning
It is summative in nature. It is done at the end of a task, unit, process, or
period. To provide evidence of the level of achievement of students in relation to
curricular outcomes is its purpose. It is used for purposes of grading, evaluation,
and reporting. The concerned students, his parents, and other stakeholders are
given evaluative feedback. The Foundation for decisions on placement and
promotion of students is provided by assessment of learning.
Examples:
Unit tests
Final projects
RELEVANCE OF ASSESSMENT
In the same source, it was discussed that assessment has importance and work for
the following:
1. Students
Students become actively engaged in the process of learning through
different constructive and learner-centered assessment tasks. Because of these,
students take responsibility for their own learning and learn to monitor changes
in their learning patterns with the teacher's guidance. Such assessments lead to
better student achievement.
2. Teachers
Assessment gives information to teachers about the knowledge and
performance-based of students. Because of it, the most effective teaching
methods and approaches can be revealed. The direction is provided as to how
teachers can help learners more and what they should do next. Assessment
procedures also support instructors' decisions on managing instructions, assessing
students' competence, placing students to levels of education programs, assigning
grades to learners, guidance, and counseling, certifying competence and selecting
students for education opportunities.
3. Parents
Education is a shared partnership. In the assessment process, parents
should be involved. They have valued sources of assessment information on their
children's learning habits and educational history, especially for preschoolers
who
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don't understand their developmental progress yet. Needs of children for
appropriate intervention are also identified through assessment data.
Types of Test
C. Mode of administration
1. Individual test – It is a test given to one person at a time. To gather
information extensively about each student’s cognitive functioning and his
ability to process and perform specific tasks, individual cognitive and
achievement tests.
D. Test constructor
1. Standardized tests- Specialized who are versed in the assessment
principles are the ones who prepared these tests. These are administered to
a large group of examiners or students under similar conditions. Scoring
procedures and interpretation are consistent. To aid in the administration
and interpretation of test results, available and guides are available.
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2. Tests that allow criterion-referenced interpretations – In these tests, a
student's performance is described against an agreed-upon or pre-
established performance level or criterion. The criterion is the subject
matter domain, which is the range of well-defined instructional outcomes
or objectives.
F. Nature of answer
1. Personality tests–These tests measure one’s personality and behavioral
style. There are no right or wrong answers in these tests. It is utilized in
recruitment as it helps employers to determine how a potential employee
will respond to different work-related activities.
3. Aptitude tests – These tests determine the potential of students to learn and
do new tasks. These aids in choosing the best line of work for an individual
based on his interests and skills.
Roles of Assessment
2. Formative assessment
It mediates the teaching and learning process. It is both teacher-
centered and learner-centered. It occurs during instruction and context-
specific. It is utilized as feedback to enhance teaching and improve the
learning process. Formative assessment results are recorded for the
monitoring learning progress of student purposes.
3. Diagnostic assessment
To identify learning difficulties during instruction is the intention of
diagnostic assessment. Commonly held misconceptions in a subject can be
detected using a diagnostic test. It is utilized to detect causes of persistent
learning difficulties despite the teacher's pedagogical remedies, and it no not
part of the mark of students' achievement.
4. Summative assessment
To determine the extent to which the students have attained the
learning outcomes, it is done at the end of instruction. It is utilized for
assigning and reporting grades or used to certify the mastery of concepts and
skills. A written examination at the end of the school year to determine who
passes and who fails is an example of this assessment.
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References and Supplementary Materials
Books and Journals
1. De Guzman, Estefania.S., Adamos, Joel L. (2015) Assessement of Learning 1.
Manila: Adriana Publishing Co., Inc.
2. Outcome -Based Education: Critical Issues and Answers (n.d.) Retrieved
August 28, 2018 from https://files.eric.ed.gov/fulltext/ED380910.pdf
3. OBE Principles and Process. (n.d.). Retrieved August 28, 2018, from
http://cei.ust.hk/teaching-resources/outcome-based-education/institutional-
resources/obe-principles-and-process#1
4. The Role of Measurement and Assessment in Teaching (n.d.) Retrieved
August 28, 2018 from
https://www.geneseo.edu/sites/default/files/sites/education/p12resources-
assessment-informs-teaching.pdf
5. Testing Definition in the Cambridge English Dictionary. (n.d.). Retrieved
August 28, 2018, from
https://dictionary.cambridge.org/us/dictionary/english/testing
6. Francisco, M. (2015, December 07). Type of Test. Retrieved August 28,
2018, from https://www.slideshare.net/ManilynFrancisco/type-of-test-
55896544
7. Differences between Testing, Assessment, and Evaluation(n.d.).
Retrieved August 28, 2018, from
http://tutorials.istudy.psu.edu/testing/testing2.html
8. Bhat, T. R. (2017, February 15). Introduction to test measure and
evaluation. Retrieved August 29, 2018, from
https://www.slideshare.net/numbizz/introduction-to-test-measure-and-
evaluation