•Process of gathering information on how a learning

Target or an instructional objective is being achieved.

•May consist of various methods employed to

determine the extent to which learners achieve/realize
the intended learning outcomes of instruction.
 A process that is used to…
▪ keep track of the learner’s progress in
relation to learning standards and in the
development of 21st century skills;
▪ to promote self-reflection and personal
accountability among students about their
own learning; and
▪ to provide bases for the profiling of student
performance on the learning competencies
and standards of the curriculum.
 An ongoing process of …
▪ Identifying,
▪ Gathering,
▪ organizing, and
▪ interpreting
…quantitative and qualitative information about
what learners know and can do.
 Content Standards
▪ “What should the learner know?”
 Performance Standards
▪ What can learners do with what they know?
▪ How well must learners do their work?
▪ How well do learners use their learning or understanding in different
situations?
▪ How do learners apply their learning or understanding in real-life
contexts?
▪ What tools and measures should learners use to demonstrate what
they know?
 Learning Competencies
▪ Refer to the knowledge, understanding, skills and attitudes that
students need to demonstrate I every lesson and/or learning activity
Standards  Standards-
 Communicate goals that
the school systems, based
schools, teachers and
students achieve
assessments
compare each
 Provide targets for
teaching and learning
student’s
performance to
 Shape the performance
of teachers and students academic
standards.
 Presentation of structured stimuli to elicit
responses that are then compared with the correct
or acceptable responses

Refers to instruments, protocols, or

techniques used to measure a quantity or quality
of properties or attributes of interest
Quantification or assignment of numbers
to characteristics that describe a person
or a group

Express the assessment data in terms of

numerical values and answer the question
“How much?”
Process of making judgments about quality; how good one’s
performance or behavior is, based on a pre-determined
value or standards that would indicate quality.
A special kind of evaluation used in schools indicating
the extent to which students have attained or
achieved learning objectives
Assessment requiring students to demonstrate their
achievement of understanding and skills by actually
performing a task or set of tasks
Type of Assessment that is an alternative to
paper and pencil testing
Assessment that stresses the importance of focusing on the
Application of understanding and skills to real problems in
“real-world” contextual settings.
Method of assessing the students’
ability to apply knowledge in
performing a task that is exactly
what is existing in real life.
(Salandanan, 2005)
Aims to develop and measure
multiple skills.
Values the learning process
as much as the product.
(Web-Enhanced Learning Activities:
An Instructional Design Workshop)

Requires students’ active generation of

a response that is observable, either
directly or indirectly, via a permanent
product.
(UP NISMED: Intel Innovation for Education)
 • Collection of student’s work.
• Comprehensive view/gauge
of student’s progress vis-à-
Quizzes, vis the desired learning
Project Plan
assignments
outcomes.

Student •Diversity of entries of

Resources Support student’s work.
Materials
• Cohesiveness and
Self- coherence of the components
Pictures,
Reflection
Papers
Video of the portfolio.
Traditional Assessment Authentic Assessment

Sole emphasis on OUTCOMES Assessment of PROCESS

ISOLATED skills INTEGRATED skills
ISOLATED facts APPLICATION of knowledge
PAPER AND PENCIL tasks AUTHENTIC tasks
DECONTEXTUALIZED tasks CONTEXTUALIZED tasks
A SINGLE correct answer MANY correct answer
SECRET standards PUBLIC standards
SECRET criteria PUBLIC criteria
INDIVIDUALS GROUPS
AFTER instruction DURING instruction
LITTLE feedback CONSIDERABLE feedback
OBJECTIVE tests PERFORMANCE-BASED tests
STANDARDIZED tests INFORMAL tests
EXTERNAL evaluation Student SELF-EVALUTION
SINGLE assessments MULTIPLE assessments
SPORADIC CONTINUAL
CONCLUSIVE RECURSIVE
1. The assessment of student learning begins
with education values.
That which we consider important is that which we
teach and therefore assess
Educational values come from the institutional
mission and vision, the goals of the unit, the
specific instructional objectives taught
continuation
2. Assessment works best when the academic
programs it seeks to improve have clear, explicitly
stated purpose

Teachers and administrators must strive to express the

general school mission-vision or institutional goals
into specific purposes which are attainable
observable and therefore measurable
continuation
3. Assessment is most effective when it reflects an
understanding of learning as multi-dimensional, integrated
and revealed in performance over time

Multi-dimensionality refers to the acknowledgement that

students vary in the way they express that they have
learned the material
Teachers must attempt to integrate the concepts and skills they
teach and assessed in other disciplines. Teacher must show
how one discipline is related to others
continuation
4. Assessment requires attention not only to
the outcomes but also to the experiences
that lead to the outcomes.

Teachers must not only take interest in what

students learn but also how students learn
continuation
5. Assessment works best when it is ongoing,
not sporadic

Teachers must schedule assessment at regular

periods or at the end of substantial
instruction; there must be some plan or
schedule in the assessment of learning