Asbury College Inc

Poblacion, Anda Pangasinan

1st Sem. A.Y 2020-2021
Assessment Learning
Mr. Edwin A. Ampler, Ed. D
Instructor
Tiffany Mae C. Cabanayan
Student

Definition of Terms

 Assessment - is the process of gathering and discussing information from multiple

and diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational
experiences; the process culminates when assessment results are used to improve
subsequent learning. (Learner-Centered Assessment on College Campuses: shifting the
focus from teaching to learning by Huba and Freed 2000)
 Evaluation - "Evaluation is the collection of, analysis and interpretation of
information about any aspect of a programme of education or training as part of a
recognised process of judging its effectiveness, its efficiency and any other outcomes it
may have." (Mary Thorpe in "Handbook of Education Technology" (Ellington, Percival
and Race, 1988)
 Measurement - Educational measurement is the science and practice of obtaining
information about characteristics of students, such as their knowledge, skills, abilities,
and interests. Measurement in education includes the development of instruments or
protocols for obtaining information, procedures for analyzing and evaluating the
quality of that information, and strategies for communicating the information to
audiences, such as educators, policymakers, parents, and students.
 Test -something (such as a series of questions or exercises) for measuring the skill,
knowledge, intelligence, capacities, or aptitudes of an individual or group.
 Testing - take measures to check the quality, performance, or reliability of
(something), especially before putting it into widespread use or practice.
 Formative Assessment - are generally low stakes, which means that they have
low or no point value. Examples of formative assessments include asking students to:
*draw a concept map in class to represent their understanding of a topic.
*submit one or two sentences identifying the main point of a lecture.
*turn in a research proposal for early feedback.
 Placement Assessment - are used to “place” students into a course, course level, or
academic program. For example, an assessment may be used to determine whether a
student is ready for Algebra I or a higher-level algebra course, such as an honors-level
course. For this reason, placement assessments are administered before a course or
program begins, and the basic intent is to match students with appropriate learning
experiences that address their distinct learning needs. Diagnostic Assessment -
 Summative Assessment - 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
*a paper
*a senior recital
*Information from summative assessments can be used formatively when students or
faculty use it to guide their efforts and activities in subsequent courses.

 Traditional Assessment – generally refers to written testing, such as multiple

choice, matching, true/false, fill in the blank, etc. Written assessments must typically
be completed within a specific amount of time. There is a single, correct response for
each item. The assessment, or test, assumes that all students should learn the same
thing, and relies on rote memorization of facts. Responses are often machine scored,
and offer little opportunity for a demonstration of the thought processes characteristic
of critical thinking skills.
 Portfolio Assessment – are collections of academic work—for example,
assignments, lab results, writing samples, speeches, student-created films, or art
projects—that are compiled by students and assessed by teachers in consistent ways.
Portfolio-based assessments are often used to evaluate a “body of knowledge”—i.e., the
acquisition of diverse knowledge and skills over a period of time. Portfolio materials
can be collected in physical or digital formats, and they are often evaluated to
determine whether students have met required learning standards.
 Performance Assessment - typically require students to complete a complex task,
such as a writing assignment, science experiment, speech, presentation, performance,
or long-term project, for example. Educators will often use collaboratively developed
common assessments, scoring guides, rubrics, and other methods to evaluate whether
the work produced by students shows that they have learned what they were expected
to learn. Performance assessments may also be called “authentic assessments,” since
they are considered by some educators to be more accurate and meaningful
evaluations of learning achievement than traditional tests.
 Differentiate Assessment, Testing , Measurement and Evaluation
-Test and assessment are used interchangeably, but they do mean something different. A
test is a “product” that measures a particular behavior or set of objectives. Meanwhile
assessment is seen as a procedure instead of a product. Assessment is used during and
after the instruction has taken place. After you’ve received the results of your assessment,
you can interpret the results and in case needed alter the instruction. Tests are done after
the instruction has taken place, it’s a way to complete the instruction and get the results.
The results of the tests don’t have to be interpreted, unlike assessment. Measurement and
evaluation are both means to monitor progress for individuals or groups in the work place
or in the educational environment. The outcomes of the measurements and evaluations
help determine potential and effective systems that may be put in place to ensure key
performance in business and learning institutions. Moreover, Measurement and
evaluation are processes that are used to provide information about a person or object
and their performance. Measurement and evaluation are used together to assist in the
development of individuals or systems to improve performance or to modify the system to
suit the needs of the individual, group or business operation.

 Functions of Assessment – It performs many functions which are listed below

1. Detecting Function
- It detects all the activities during the elevation. From making plans to estimating the
results all activities are closely watched. It also helps in improving performance and
achieving desired results.

2. Making Decisions
 - They have to decide what has to be done for improvement. All the decision related to
assessment has to be taken by the teacher. It helps to focus on improvements.

3. Screening
- The teacher has to assess the probable incidence of the problem. They have to do this
by using a simple yes or no. Assessment defines the problem while screening identifies
and treats it.

4. Student’s Placement in the Remedial Course

- It means that if a student’s evaluation is below average. In that case, remedial
courses should be provided for them. Furthermore, these courses will in performance
improvement.

5. Instructional Planning
- Instructional planning is a process for teachers. It helps the teacher to make a plan
to target the course of study. Furthermore, it helps to address the diverse need of
students.

6. Feedback/Response
- This process helps to validate how student’s marks are derived. It also identifies and
prizes specific character in student’s work. In addition, it guides students to make
improvement in their work.

7. Inspiration
- Inspiration or motivation is a very important tool. This tool provides information
about the type of environment and tasks which helps in motivation.

 Kinds of Test – There are six different types of tests. They are as follow:
1. Placement Test:
-It is used to place new students in the right class in a school. It assesses students’
productive and receptive skills and designed to show how good a student is in English
in relation to a previously agreed system of levels.
2. Diagnostic Test:
-It is used to discover student problems, difficulties or deficiencies in a course. We use
this type of tests to know students’ strengths and weaknesses so as to be able to do
something about them.
3. Progress/Achievement Test:
-It is designed to measure students’ language and their skill progress in relation to the
syllabus they have been following. This type is directly related to language courses and
done during the course.

4. Final Progress/Achievement Test:

- Students do this test at the end of the course to measure students’ achievement of the
course objectives or goals.

5. Proficiency Test:
- It is not necessarily based on certain courses that students may have previously taken.
Most students take this type of test to admit to a foreign university, get a job, or obtain
some kind of certificate. Teachers design this test to measure students’ knowledge and
ability in a language.

6. Aptitude Test:
- Teachers design this test to discover whether a student has a talent or basic ability for
learning a new language or not.