Assessment in Learning 1 Lesson 1: Basic Concepts in Assessments
Assessment in Learning 1 Lesson 1: Basic Concepts in Assessments
SERINA
Week 1
BASIC CONCEPTS IN ASSESSMENT
General Instructions: Hello everyone! You are given with this notes that cover important points about the topic(s)
for the week. You are expected to read, study, and answer the activities given at the end of this self-learning
handout. You are also encouraged to use other learning resources about our topic. You can approach me for
some queries thru my messenger (Edwin Serina) or thru my email ad ([email protected]).
Within the week, you are expected to learn the following skills:
1. Define the terms: assessment, evaluation, measurement, test, testing, formative assessment, placement
assessment, diagnostic assessment, summative assessment, traditional assessment, portfolio assessment,
performance assessment;
2. Discriminate the different purposes of assessment; and
3. Differentiate the different types of assessment.
The key role of the teacher is to guide students in order to help them learn.
Assessments may be made during and at the conclusion of the learning activity. Learning assessment
made during the activity may help reinforce learning and provide a point of reference for the learner's
progress.
Test – is formal and systematic instrument, usually paper and pencil procedure, designed to assess the quality, ability,
skill or knowledge of types of assessment procedure used to gather information about the performance of
students.
- one of the different methods used to measure the level of performance or achievement of learners.
Measurement – is a process of quantifying or assigning number to the individual’s intelligence, personality, attitudes
and values, and achievement of the students.
Example: The teacher gives scores to the test of the students using the numerical values to represent the performance
of students.
Evaluation - refers to the process of judging the quality of what is good and what is desirable.
- a comparison of data to a set of standard or learning criteria for the purpose of judging the worth or
quality.
Classes of Classroom Assessment Procedures
According to the nature of assessment
According to format of assessment
According to use and role of assessment in the classroom instruction
According to methods of interpreting the result
Nature of Assessment
1. Maximum Performance – used to determine what individuals can do when performing at their best (aptitude test and
achievement test).
2. Typical Performance – used to determine what individuals will do under natural conditions. (attitude, interest, and
personality inventories, observational technique and peer appraisal)
Format of Assessment
1. Fixed-choice Test – used to measure knowledge and skills effectively and efficiently (standard multiple-choice test)
2. Complex-performance Assessment – used to measure the performance of the learner in contexts and on problems
valued in their own right (hands-on laboratory experiment, projects, essay, oral presentation)
Important: Teachers make decisions from the beginning of instruction up to the end of instruction.
2. Formative Assessment – a type of assessment used to monitor the learning progress of the students during the
instruction.
Purposes: 1. to provide immediate feedback to both student and teacher regarding the success and failures of
learning;
2. to identify the learning errors that are in need of correction;
3. to provide teachers with information on how to modify instruction; and
4. to improve learning and instruction.
Purposes:
1. to determine the level of competence of the students;
2. to identify the students who already have knowledge about the lesson;
3. to determine the causes of learning problems that cannot be revealed by formative assessment;
4. to formulate a plan for remedial actions; and
5. to give feedbacks on the part of the teacher.
4. Summative Assessment – given at the end of instruction or end of a course or unit.
Purposes:
1. to determine the extent to which the instructional objectives have been met;
2. to certify student mastery of the intended learning outcomes as well as use it for assigning grades;
3. to provide information for judging appropriateness of the instructional objectives; and
4. to determine the effectiveness of instruction.
Summary of Different Types of Assessment Procedures [Gronlund, Linn, and Miller (2009)]
Classification Type of Function of Assessment Example of Instruments
Assessment
Nature of Maximum It is used to determine what Aptitude tests, achievement tests
Assessment Performance individuals can do when performing
at their best
Typical It is used to determine what Attitude, interest, and personality
Performance individuals will do under natural inventories, observational techniques,
conditions peer appraisal
Form of Fixed-choice test An assessment used to measure Standard multiple-choice test
Assessment knowledge and skills effectively and
efficiently
Complex- An assessment procedure used to Hands on laboratory experiment,
performance measure the performance of the projects, essays, oral presentation
assessment learner in contexts and on problems
valued in their own right
Use in Placement An assessment procedure used to Readiness tests, aptitude tests,
classroom determine the learner’s prerequisite pretests on course objectives, self-
instruction skills, degree of mastery of the report inventories, observational
course goals, and/or best modes of techniques
learning.
Formative An assessment used to determine the Teacher-made tests, custom-made
learner’s learning progress, provides tests from textbook publishers,
feedback to reinforce learning, and observational techniques
corrects learning errors.
Diagnostic An assessment procedure used to Published diagnostic tests, teacher-
determine the causes of learner’s made diagnostic tests, observational
persistent learning difficulties such techniques
as intellectual, emotional, physical,
and environmental difficulties.
Summative An assessment procedure used to Teacher-made survey test,
determine the end-of-course performance rating scales, product
achievement for assigning grades or scales
certifying mastery of objectives
1. Elaborate the statement: “Teaching and Learning are reciprocal processes that depend on and affect one another”.
Differentiate and cite examples:
2. Assessment and Testing
3. Measurement and Evaluation
4. Testing and Test
5. Diagnostic Assessment and Placement Assessment
6. What are the different roles of assessment in the instructional decisions?
7. Choose one use of assessment in classroom instruction and explain.
8. Teachers make decisions from the beginning of instruction up to the end of instruction. Do you agree on this? Why?