Republic of the Philippines

SORSOGON STATE UNIVERSITY

Sorsogon City Campus
EDUCATION, ACCOUNTANCY AND ENTREPRENEURSHIP DEPARTMENT
Sorsogon City

Nature | Purpose | Principle

Professional Education 8
NESTOR L. LASALA JR, MABioEd
SESSION OBJECTIVES
At the end of the session, the learners are expected to:

1. discus the nature and importance of assessment in classroom instruction,

2. differentiate test, measurement, and assessment from evaluation
3. enumerate the sound principles of assessment in education; and
4. cite examples of norm and criterion-referenced evaluation
TOPIC OUTLINE:
• Nature and Importance of Assessment
• CLASSROOM ASSESSMENT: Types and Purpose
• What is being ASSESSED on the Classroom?
• How are learners being ASSESSED in the Classroom?
• Principles of Assessment
“…Teachers Quality is one of the
most important school factors
influencing student
achievement”. (Cuttance, 2001)
 What
makes a
QUALITY
TEACHER?

“The ability to
communicate: Assessing
and Reporting Students’
Performance”
-MCEETYA, 2003
Assessment?
 “…provide students a
chance to apply what
they've learned and allows
students to construct
meaning about what they've
been taught”
- (Mueller, n.d.)
 COMPARATIVE MATRIX ON THE 4 MOST COMMONLY USED
TERMS IN ASSESSING STUDENTS

❑ ❑ ❑ ❑
 What is
Assessment?
“…Assessment is deciding what we want our
students to learn and making sure they learn it”
-Dr. Wolfson, n.d.
Fundamental Traits of Assessment
1. Use as evidence of how well our students are achieving our key learning goals,
2. Evidence is use not only to assess students achievement but also to reflect on
what we are doing or if necessary, change what were doing, and
3. The quality of evidence is good enough that we can use it to inform important
decisions, especially regarding helping students learn.
 And the Teaching & Learning
1. Establish
Learning Goals

The 4-Step Teaching-Learning-

Assessment Cycle
2. Provide Learning
1. Establish clear, observable expected goals for 4. Use the Results
Opportunities
Students Learning…
2. Ensure that students have sufficient
opportunities to achieve these goals,
3. Systematically gather, analyze, and interpret
evidence of how well student learning meets 3. Assess Student
those goals, and Learning
4. Use the resulting information to understand
and improve students learning. Teaching-Learning, and Assessment as a Continous 4-step Cycle
 Assessment
“…is an ongoing process of identifying, gathering, organizing, and interpreting
quantitative and qualitative information about what learners know and can do”
LEGAL BASIS OF ASSESSMENT:
• DepEd Order # 8, s. 2015 a.k.a Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program

THEORETICAL BASIS OF ASSESSMENT:

1. Classroom assessment is an integral part of teaching and learning.
2. It recognizes the diversity of learners inside the classroom.
3. It ensure learner’s success in moving from guided to independent display of knowledge,
understanding, skills , and
4. It facilitates the development of learners’ higher order thinking skills, and 21st - century
skills.
Assessment
Types and purpose of

DIAGNOSTIC ASSESSMENT
• Pre-Assessment
• provide teachers with
information about
student's prior knowledge
and misconceptions
before beginning a
learning activity.
• Ex: Student reflections,
Graphic organizers, or short
video presentation.
Assessment
Types and purpose of
FORMATIVE ASSESSMENT
• Assessment for Learning
• help teachers understand
student learning while
they teach, and adjust
their teaching strategies
accordingly.
• Ex: Short, regular quizzes,
portfolio or group
presentation
SUMMATIVE ASSESSMENT
• Assessment of Learning
• measures whether learners
have met the content and
performance standards.
• Results are recorded and
used to report on the
learners’ achievement
• Ex: EOC or end of unit exams

NORM-REFERENCED ASSESSMENTS
• tests designed to compare an
individual to a group of their
peers, usually based on
national standards and
occasionally adjusted for age,
ethnicity or other
demographics..
• Ex: IQ tests. Physical
assessments, Standardized
college admissions.
Assessment
Types and purpose of
CRITERION-REFERENCED ASSESSMENTS IPSATIVE ASSESSMENTS
• compare the score of an • Assessment as Learning
individual student to a • compares previous results
learning standard and with a second try, motivating
performance level, students to set goals and
independent of other improve their skills
students around them. • Ex: Portfolios, A two-stage
• Ex: Licensure Exam, NAT, or testing process or Project-based
NCAE learning activities
Assessed
What is being

in the Classroom?
Assessedin the Classroom?
What is being
Assessed
How are Learners

in the Classroom?
Assessedin the Classroom?
How are Learners
Assessment?
 Assessed
PRINCIPLES OF

❑ ASSESSMENT SHOULD BE VALID

•

❑ ASSESSMENT SHOULD BE RELIABLE AND CONSISTENT

•
❑ INFORMATION ABOUT ASSESSMENT SHOULD BE EXPLICIT, ACCESSIBLE AND TRANSPARENT
 Assessed
PRINCIPLES OF

❑ ASSESSMENT SHOULD BE INCLUSIVE AND EQUITABLE

 Assessed
PRINCIPLES OF

❑ THE AMOUNT OF ASSESSED WORK SHOULD BE MANAGEABLE

❑ TIMELY FEEDBACK THAT PROMOTES LEARNING AND FACILITATES IMPROVEMENT

SHOULD BE AN INTEGRAL PART OF THE ASSESSMENT PROCESS.

❑ STAFF DEVELOPMENT POLICY AND STRATEGY SHOULD INCLUDE ASSESSMENT