Module 1 Assessment
Module 1 Assessment
Assessment of Learning 1
Course Facilitator: Robelyn D. Cantos
Name:
This independent workload will comprise Chapter 1 of our course syllabus. A Condensed
understanding is hereby presented to you after accomplishing the 3 succeeding tasks.
Task 1 will allow you to discover your own methods of assessment that influence your way of
thinking in teaching.
Task 2. Will provide you a handy matrix of understanding the different types of assessment in
the context of education.
Task 3 allows you to reflect on to your own understanding as you formulate/make your own
assessment tool as teacher anchored on your strong appreciation of the wisdom of this course.
It is also encouraged that you must have an independent reading of the different texts as
enumerated in the reference part of the course syllabus.
Please be reminded that all your outputs will be turned in to your course facilitator in the
platform that is agreed/ assigned for submission.
As a future teacher, it is expected that each one must be responsible, dependable and honest
enough in making your professional and personal growth meaningful and fruitful.
**Assessments, understood as tools for tracking what and how well students have
learned, play a critical role in the classroom.**
Module Overview:
This is the course that focuses on the principles, development and utilization of conventional
assessment tools to improve the teaching-learning process. It emphasizes on the use of assessment of,
as and for, in measuring knowledge, comprehension and other thinking skills in the cognitive,
psychomotor or affective domains. It allows students to go through the standard steps in test
construction and development and the application in grading systems.
Module Outcomes:
Module Content:
A: Concepts and Relevance of Assessment
B: Roles of Assessment
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Discussion
Types of Measurement
Objective measurements- are measurements that do not depend on the person or individual taking
the measurements.
Subjective measurements- often differ from one assessor to the next even if the same quantity or
quality is being measured.
Evaluation is the process of systematic collection and analysis of both qualitative and quantitative
data for the purpose of making some decision and judgments.
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Test, Non- test, Examination, Test item and Quiz
o A test in the educational setting is a question or a series of question which aims to determine
how well a student learned from a subject or topic taught.
o A non- test is a question or activity which determines the interests, attitude and other student’s
characteristics whose answer or answers is/are not judged wrong or incorrect.
o Examples: Personality inventory,” What is your favorite sports?”, “Why do you prefer green
vegetables?”
o An examination is a long test which may or may be composed of one or more test formats.
o Examples: Mid- term examination, Licensure Examination for Teachers, comprehensive
examination.
o A test item is any question included in a test or examination.
o Examples: Who was the President of the Philippines when World War 2 broke out? Is “Little Red
Riding Hood” a short story? A quiz is a short test usually given at the beginning or at the end of a
discussion period.
Evaluation provides a tool for determining the extent to which an educational process or program is
effective and all the same time indicates directions foe remediating processes of the curriculum that do
not contribute to successful student performance.( Jason , 2003) CONTEX INPUTS PROCESS OUTPUT
OUTCOME
Evaluation -Is the process of gathering and interpreting evidence regarding the problems and
progress of individuals in achieving desirable educational goals.
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To guide learning
To furnish instruction
To appraise educational instrumentalities
Measurements -Is the part of the educational evaluation process whereby some tools or instruments
are used to provide a quantitative description of the progress of students towards desirable educational
goals.
Test or Testing -Is a systematic procedure to determine the presence or absence of certain
characteristics of qualities in a learner.
Types of Evaluation
• Placement • Formative • Diagnostic • Summative
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• These educational goals (values and standards) should be made explicit to all concerned from the very
beginning.
• Desired learning competencies (skills, knowledge, values, ways of thinking and learning) determine
what we choose to assess.
• Educational values and standards should also characterize how we assess.
• Assessment systems should lead educators to help students attain the educational goals, values, and
standards.
Characteristics of Assessment
• Assessment is not a single event but a continue cycle.
• Assessment must be an open process.
• Assessment must promote valid inferences.
• Assessment that matters should always employ multiple measures of performance.
• Assessment should measures what is worth learning, not just what is easy to measure.
• Assessment should support every student’s opportunity to learn important mathematics.
Elements of the Assessment Process -assessment should center on the learner and the learning process.
Huba and Freed (2000) explained the four elements of learner centered assessment.
1. Formulating statements of intended learning outcomes
2. Developing or Selecting Assessment Measures
3. Creating Experiences Leading to Outcomes
4. Discussing and Using Assessment Results to Improve Learning
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Kinds of Assessment
Formative assessment is an integral part of teaching and learning. It does not contribute to the
final mark given for the module; instead it contributes to learning through providing feedback. It should
indicate what is good about a piece of work and why this is good; it should also indicate what is not so
good and how the work could be improved. Effective formative feedback will affect what the student
and the teacher does next.
Summative assessment demonstrates the extent of a learner's success in meeting the
assessment criteria used to gauge the intended learning outcomes of a module or program, and which
contributes to the final mark given for the module. It is normally, though not always, used at the end of
a unit of teaching. Summative assessment is used to quantify achievement, to reward achievement, to
provide data for selection (to the next stage in education or to employment).
Diagnostic assessment. Like formative assessment, diagnostic assessment is intended to
improve the learner’s experience and their level of achievement. However, diagnostic assessment looks
backwards rather than forwards. It assesses what the learner already knows and/or the nature of
difficulties that the learner might have, which, if undiagnosed, might limit their engagement in new
learning. It is often used before teaching or when a problem arises.
Dynamic assessment measures what the student achieves when given some teaching in an
unfamiliar topic or field. An example might be assessment of how much Swedish is learnt in a short
block of teaching to students who have no prior knowledge of the language. It can be useful to assess
potential for specific learning in the absence of relevant prior attainment, or to assess general learning
potential for students who have a particularly disadvantaged background. It is often used in advance of
the main body of teaching.
Synoptic assessment encourages students to combine elements of their learning from different
parts of a program and to show their accumulated knowledge and understanding of a topic or subject
area. A synoptic assessment normally enables students to show their ability to integrate and apply their
skills, knowledge and understanding with breadth and depth in the subject. It can help to test a
student's capability of applying the knowledge and understanding gained in one part of a program to
increase their understanding in other parts of the program, or across the program as a whole. Synoptic
assessment can be part of other forms of assessment.
Criterion referenced assessment .Each student’s achievement is judged against specific criteria.
In principle no account is taken of how other students have performed. In practice, normative thinking
can affect judgments of whether or not a specific criterion has been met. Reliability and validity should
be assured through processes such as moderation, trial marking, and the collation of exemplars.
Ipsative assessment. This assessment is against the student’s own previous standards. It can
measure how well a particular task has been undertaken against the student’s average attainment,
against their best work, or against their most recent piece of work. Ipsative assessment tends to
correlate with effort, to promote effort-based attributions of success, and to enhance motivation to
learn.
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to study), and provides opportunities for students to self-monitor, rehearse, practice and receive
feedback. Assessment is an integral component of a coherent educational experience.
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14. Students receive explanatory and diagnostic feedback as well as grades.
15. Assessment tasks are checked to ensure there are no inherent biases that may disadvantage
particular student groups.
16. Plagiarism is minimized through careful task design, explicit education and appropriate monitoring of
academic honesty.
Each program should formulate between 3 and 5 learning outcomes that describe what students should
be able to do (abilities), to know (knowledge), and appreciate (values and attitudes) following
completion of the program. The learning outcomes for each program will include Public Affairs learning
outcomes addressing community engagement, cultural competence, and ethical leadership.
Step 2: Select appropriate assessment measures and assess the learning outcomes
Multiple ways of assessing the learning outcomes are usually selected and used. Although direct and
indirect measures of learning can be used, it is usually recommended to focus on direct measures of
learning. Levels of student performance for each outcome is often described and assessed with the use
of rubrics.
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It is important to determine how the data will be collected and who will be responsible for data
collection. Results are always reported in aggregate format to protect the confidentiality of the students
assessed.
It is important to analyze and report the results of the assessments in a meaningful way. A small
subgroup of the DAC would ideally be responsible for this function. The assessment division of the FCTL
would support the efforts of the DAC and would provide data analysis and interpretation workshops and
training.
Step 4: Adjust or improve programs following the results of the learning outcomes assessed
Assessment results are worthless if they are not used. This step is a critical step of the assessment
process. The assessment process has failed if the results do not lead to adjustments or improvements in
programs. The results of assessments should be disseminated widely to faculty in the department in
order to seek their input on how to improve programs from the assessment results. In some instances,
changes will be minor and easy to implement. In other instances, substantial changes will be necessary
and recommended and may require several years to be fully implemented.
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10. Assessment is an average of performance across a teaching period.
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Instructional objectives achieved
Certify the students mastery
Provide information for judging
Effectiveness of instruction
End of Instruction
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• Power Test. Is designed to measure the level of performance rather than speed of response. It
contains test items that are arranged according to increasing degree of difficulty
MODES OF ASSESSMENT
These are type or modes of assessment used by classroom teacher to assess the learning progress of
the students. These are traditional assessment, alternative assessment, performance-based assessment,
and portfolio assessment.
• Traditional Assessment. It is a type of assessment in which the students choose their answer from a
given of choices. In traditional assessment, students are expected to recognize that there is only one
correct or best answer for the question asked.
• Alternative Assessment. An assessment in which students create an original response to answer a
certain question. Students respond to a question using their own ideas, in their own words.
• Alternative Assessment Components
a. Assessment is based on authentic tasks that demonstrate students’ ability to accomplish
communication goals.
b. The teacher and students focus on communication, not on right and wrong answers.
c. Students help the teacher to set the criteria for successful completion of communication tasks.
d. Students have opportunities to assess themselves and their peers.
• Performance-based Assessment. Is an assessment in which students are asked to perform real-world
tasks demonstrate meaningful application of essential knowledge and skills. It is a direct measure of
student performance because the tasks are designed to incorporate context, problems and solution
strategies that students would use in real life.
• Portfolio assessment is the systematic, longitudinal collection of student work created in response to
specific, known instructional objects and evaluated in relation to the same criteria.
• Portfolio. Is a purposeful collection of student work that exhibits the student’s efforts, progress and
achievements in one or more areas over a period of time. It measures the growth and development of
students.
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• Effective performance requires feedback to students emphasizing strengths of performance and
weaknesses to be corrected.
• Effective assessment must be supported by comprehensive grading and reporting system.
1. A twelve year old out-of-school youth who stopped during the fourth grade took a test given by
the Department of Education
2. The teacher returned a student’s Math worksheet with the written comments. The teacher’s
remarks consist of a compliment and a correction. An explanation was provided concerning
what the student did correctly and incorrectly, what was accurate and inaccurate in the
student’s work.
3. A Math teacher gives a test towards the end of the unit. He/she will use the test items as
starting point for discussion of conceptual problems revealed by the test.
4. An English teacher regularly assesses students’ skills by using probes which are brief, easily-
administered measures. The teacher then graphs changes in the number of correct words per
minute (reading) and compares each student’s growth to the rate of improvement needed to
meet learning goals.
5. A Technology and Livelihood Education teacher is teaching ICT to his students. Through oral
questioning, he asked several students about the use of the Internet in searching for
information and the computer file system. He also provided a short computer exercise. After
confirming what the students know and can do, the teacher proceeded to the next segment-
how to download files from the internet
References:
https://www.slideshare.net/villacorteza/james-robert-villacorteza-final-report
https://www.google.com/search?sxsrf=ALeKk011CzXox6ZfUKj6XjuTIuGknHqmSQ
%3A1600389937259&ei=MQNkX6-zD9frwQP-
7bigAg&q=activities+related+on+Concepts+and+Relevance+of+Assessment+doc&oq=activities+related+
on+Concepts+and+Relevance+of+Assessment+doc&gs_lcp=CgZwc3ktYWIQAzoECAAQRzoHCCMQsAIQJ1
CkMFidWmDHYGgAcAJ4AoABpwmIAbw9kgEQMC4xMy4xLjEuMC4yLjIuMpgBAKABAaoBB2d3cy13aXrIAQ
jAAQE&sclient=psy-ab&ved=0ahUKEwjvj9mNvfHrAhXXdXAKHf42DiQQ4dUDCA0&uact=5
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