Assessment in

Learning 1
(Prof Ed 6)

Dr. Theresa L. Castro

Mr. Marlon V. Rufino
Mrs. Diezabel V. Esguerra
Ms. Romellen T. Gonzalvo
 COURSE BRIEF OUTLINE
I. PRELIMINARIES
A. Curriculum Program : BSED/BSIE/BEED
B. Course Code : Prof Ed 6
C. Course Title : Assessment of Learning 1
D. Credit Unit : 3 Units
E. Time Duration : 3 hrs/week (54 hrs/sem)
F. Pre-requisite : N/A

II. COURSE DESCRIPTION

III. This is a 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.

IV. COURSE OUTCOMES

CO 1 Demonstrate current, research-based knowledge and understanding of
the basic concepts and principles of assessment and how they are applied
in teaching and learning;
CO 2 Identify learning outcomes that are aligned with learning competencies;
CO 3 Demonstrate knowledge in designing, developing, selecting and using
appropriate diagnostic, formative and summative assessment strategies
in line with K to 12 standards, guidelines and requirements;
CO 4 Demonstrate knowledge of monitoring and evaluating learner progress
using learner attainment data; and
CO 5 Demonstrate understanding of the role of assessment in making
instructional decisions.

V. STUDENT OUTCOMES

Student Outcomes
After graduation, the students should have
1. Acquired knowledge on the basic concepts and principles on test,
measurement, assessment and evaluation.
2. Acquired skills in constructing pen and paper test.
3. Used assessment data in developing different assessment tools.
4. Disseminated concepts and principles on test, measurement,
assessment and evaluation to peers.
5. Established linkages and/or partnership with other programs in
developing standardized tests.

UNIT I – PRELIMINARY CONCEPTS AND RECENT TRENDS

OVERVIEW
You have now reached tertiary or your advanced degree in your education. You have reached
this far because you have effectively passed all the prerequisites in your basic education. In your long
stretches of schooling from elementary to high school, I am certain you have experienced stepping
through exams in the diverse branches of knowledge you have encountered in your studies. Test is
one of the assessment tools that your teacher used to evaluate how far have you advanced in your
learnings. It is one way your teacher can determine your strength and weaknesses so appropriate
mediations can be done to achieve learnings. In this unit, you will discover the basic concepts in
assessment which will enlighten you about the different types of assessment such as assessment for,
assessment of, and assessment as. As future teachers, in order to effectively make a good decision
about the performance of your students, it requires good understanding about the principles of high
quality assessment. This is to guarantee the effectiveness of the tests and that the information of the
student’s performance that could be obtained from them is valid and reliable. In this unit, you will
also learn the recent trends and focus in assessment. So get ready and explore all the topics in this
unit that will give you general direction on the concepts of assessment.

LEARNING OBJECTIVES
At the end of the unit, I am able to:
a. explain the basic concepts and principles in educational assessment;
b. discuss the role of assessment in making instructional decisions to improve
teaching and learning;
c. reflect on and discuss the applications and implications of assessment to teaching
and learning;
d. differentiate measurement, test, assessment, and evaluation;
e. explain the high quality assessment components; and
f. discuss recent trends and focus in assessment.

SETTING UP

A. Matching Type
Directions. Below are some words that you will encounter during the discussion of our entire lessons.
Let me know which among these words you are familiar with by matching column A to column B. Be
honest in giving your answers since this is merely to assess your prior knowledge. Insert your
answers in the box before the words in Column A.

Column A Column B
Assessment as A. Paper and Pencil Test
Objective Measurement B. Assignment of a number to object or things
Assessment of C. Formative Assessment
Traditional Method D. Making judgment on the worth of value of something
Subjective Measurement E. Self-assessment
Assessment for F. Summative Assessment
Diagnostic Test G. Given at the end of the course
Evaluation H. Test results are used for instructional decision making
High Stakes testing I. Determines student’s strengths and weaknesses
Achievement Test J. Measurement done through test or examination
Measurement K. Based on personal opinion.

EXPANDING YOUR KNOWLEDGE Commented [CR1]: Should be of same size with other
parts like the Setting Up, etc.

To know more about our

lessons for this unit, let us
begin our discussion. Read
and understand very well each
topic to gain more meaningful
and fruitful learnings.
A. BASIC CONCEPTS

1. ASSESSMENT

Assessment has always been a regular activity of your student life. Have you ever thought
why are you being assessed? The overview of assessment will clarify fundamental ideas about
assessment which will give you greater understanding about what assessment is, its classification,
and purpose. There are other sub-topics of assessment that will not be mentioned in this module but
will be included in your assignments and further readings. So begin your journey and start
reading!

Assessment is a method of gathering your school performance data that aims to collect
information to specify and verify problems concerning your learning achievement. Thus, your
teacher can make decisions regarding your learning performance. It is essentially taking a sample of
what you do, making inferences, and estimating the worth of your actions. Some proof of your
learning success can be manifested in your tests, written works, journals, portfolios, and other
learning tasks (Navarro, et al., 2017).

There are various

approaches to
Assessment which
you need to know

They are:
Assessment For Learning – This is being used by the teacher to find out the extent of what
you know and what you can do and thereby see the gaps in learning that you might have. Teacher
creates assessments that will determine if the intended learning targets are achieved by you and to
address the gaps that occur during the process of your learning formation. This is also referred as
formative assessment; wherein its result serves as a proof that you have achieved the desired
learnings targeted by your teacher.
To illustrate this type of assessment is when your teachers use questioning, quizzes, and other
means which are useful and essential in curriculum design and instruction. It may also include pre-
test and post-test.
Assessment Of Learning – It is usually given towards the end of a course or a unit in a
semestral term. It is being done to determine if you have achieved the instructional goals and for
your teachers to give you an equivalent mark or grade. What is the best example for this? Your mid-
term or final examinations.
Assessment As Learning – Its main focus is on how you efficiently manage your own
learning. It gives important emphasis on metacognition (an awareness of one’s thoughts and
processes). It assumes that learning is not only about someone who is knowledgeable in transferring
ideas to someone who is not. It means that you, as students, should not only be passive learners but
should be actively engaged in your own learning. You must also acquire the mastery to monitor what
you are learning and use what you have discovered from that monitoring.

Do You Know the Classification of Assessment Methods?

Read this:
a. Traditional Method – generally, it refers to the written test or the paper-and-pencil test.
This type of test usually relies on rote memorization of facts.

Selected Response
 Multiple Alternate Matching
Choice Response Type

Constructed Response

Short Answer Completion

Essay-Restricted
Or non-restricted Problem
Solving

Figure 1 - Basic Examples of Paper-and Pencil Test

b. Authentic Method – involves the demonstration of your actual performance of what you
have learned from the class. It is mostly preferred by many in evaluating the students’
achievement.

Product Performance

Output Performance tasks

Visual like
scrapbook, Role Play
portfolio Public speaking
collage Dance
Presentation

Figure 3. Examples of Authentic Tools

Illustration taken from FS 5, Corpus. Brenda (2015)

REFLECT ON THIS: Why is there a need for assessment? What are its purposes?

Purposes of Assessment
You can gain a better understanding of assessment by studying its purposes. Let us read and
learn. We need to conduct an assessment to the learners so we, the teachers, can:

inspire and motivate you to focus on your study
provide feedbacks to improve your learning
diagnose your strengths and weaknesses
help you develop your skills of self-assessment
provide a profile of what you have learned
predict success in your future employment
provide feedbacks for your lecturer/s
help improve our methods of teaching
make the course appear creditworthy to other
institutions and employees.
help you select future courses
determine if you are capable of receiving a passing
help you acquire license to practice profession
or failing mark.

I am sure that you are already acquainted with the preceding words, but still confused about
their meanings and their relationships with assessment. Go on with your reading and find out the
meaning and the differences of the following terms:

2. TESTING

It is an organized method of obtaining information from your progress in terms of knowledge,

skills, behavior, and aptitude by exposing you to a particular set of questions to obtain a score. It is
used to interpret whether you have or have not achieved the learning targets and competencies set
by your teacher.

TEST is one of the many types of assessment and the

most commonly used method of making measurements
FYI
in Education.

Tests may be categorized into:

Standardized Testing – The same test is uniformly administered to all students which
means the questions, the allotted time, and the mode of scoring are all the same.
What are the Examples of Standardized Test
a. College Admission Test
b. Aptitude Test
c. International Comparison Test
d. Psychological Test
High Stakes Testing – a man-made test which utilized the test results for
important judgment or decision concerning the following matters:

a. Students getting promoted to the next grade level

b. Students receiving a high school diploma
c. Accreditation of schools
d. Financial incentives for schools based on students' test performance on high-stakes
test.
e. Principal and teachers being reassigned to other school as promotion
f. Hiring employees/teachers in an organization

As a student, there are several types of test that are given to you for
specific purposes. Read the following topics to know more.

Common Types of Test

a. Diagnostic Test – It is used to determine your individual difficulties by knowing your

strengths and weaknesses prior to instruction so proper intervention can be done by your
teacher.
b. Placement Test – It is a test intended to assess your particular knowledge or capability in
different subjects so as to assign you to fitting courses or classes.
c. Proficiency Test – It is designed to gauge your insight and capacity in a language.
d. Achievement Test – It is a test given at the end of a course to assess if you are able to achieve
the course objectives.
 e. Aptitude Test –– It is intended to evaluate your capacity, of what you can do, and what you
can achieve in your learning to determine how well you perform in the future.

3. WHAT ABOUT MEASUREMENT?

Measurement - is the assignment of a quantitative description of the pupils’/learners’ performance.

The most common example in classroom is when your teacher administers a quiz test or term
examinations and gives a score. On the other hand, when we measure objects, we use some standard
instrument to find out the length, mass, temperature, degree, behavior, and other things that we
would like to find out. Such instruments may be a ruler, scale, thermometer, pressure gauge, etc.

NOTE: Since we are discussing assessment of learning, our discussion is focused on

measurement and evaluation related to the school performance of the learners and instruction
in education.

Types of Measurement
Objective (as in testing)
Objective measurements are those that reveal nearly the same results even if it
is done repeatedly. It involves impartial measurement and to determine the
objectivity of a measure, one needs to assess its reliability.

Subjective (as in perceptions)

Subjective measurement - indicates measures concerning the actual experience

of an individual, his feelings or emotions, and opinions that are commonly subject
to disagreement.

Another terminology that you need to know is………

4. WHAT IS EVALUATION?

Evaluation – involves judging or deciding about the quality of your school performance for your
teacher to implement a possible course of action. When your assessment information is collected,
synthesized, and thought about, your teacher is in a position to judge the quality of your performance
and what classroom course of action should be done or what action is most appropriate.
Further, Patton (1987) defined evaluation as a process which involves gathering of
information and uses the results to analyze and judge the value and worthiness of something. It
critically examines a program and make judgment to improve its effectiveness for use in planning
and programming decisions.
 Evaluation includes both qualitative and quantitative description of your class performance
plus value judgment concerning the desirability of the performance. Evaluation may result to
acceptance, dismissal, or amendment of what has been evaluated.
Evaluation = Quantitative description of pupils (Measurement) + Value judgments

You should take note that assessment and evaluation must be continuous and frequent.
Teachers must always be prepared to reassess students, and using the measurement of periodic
formative assessment, they can adjust and improve their instruction to meet your learning needs on
a daily and weekly basis.

NOTE: ADDITIONAL INPUT FOR THIS TOPIC WILL BE UPLOADED IN GOOGLE DRIVE

In order for a teacher to arrive at sound instructional

decisions which would show positive effect or change
in your learning, it is important that he/she follows
high standard in classroom assessment. What are
these? Know and carefully understand the topics
discussed below.

Let us discuss and study the following principles:

5. PRINCIPLES OF HIGH QUALITY ASSESSMENT

a. Clear Purpose – A good assessment should have a clear purpose and goal. A question like
“why are we assessing the students for” “What is it intended for” should come to mind and
establish.
b. Clarity of Learning Targets – It involves specifying clear learning objectives which involve
showing what you know and can do and how your performance will be judged.
c. Appropriateness of assessment methods – Choosing the right assessment methods which
should match the identified learning targets will provide quality assessment.
d. Adequate Sampling – Teachers obtain information regarding the success of their instruction
by observing their pupils' classroom performance. It is necessary that a teacher should
consider varied assessment strategies to determine sufficient information if the targeted
learnings are achieved by the students.
e. Objectivity – The objectivity of a test can be determined if the same tests, used by examiners,
yield the same scores. After the key has been prepared, there should be no question as to
whether an item is right or wrong, partly right or partly wrong.
f. Accountability and Fairness – Accountability in assessment requires the use of the
information obtained from assessment as a basis to validate or modify the behavior of the
student and educator. A fair assessment is not biased and non-discriminatory to the
performance of students.

We are moving up to the next lessons and

the last topics of this unit. This has
something to do with TREND. Read and
know the meaning of that word and get
ready with our succeeding lessons.

When we say trend, it means that there is a movement toward development or change. The
curriculum has undergone several changes. We have been used to the traditional kind of education
in which the teacher is the sole source of knowledge. What you have been doing in the past years of
your school life is to listen attentively to your teacher during the discussion of your lessons. Once
you have completed all the lessons, activities, take the exams, and pass, your teacher assumed that
you have achieved the desired knowledge and skills that you should possess. Let us take a look at this
development in education if the traditional method of instruction still fits in.

6. RECENT TRENDS AND FOCUS IN EDUCATION

Envision yourself as a newly hired teacher to teach a third-grade class. You are in quandary
as to what a third-grade needs to learn. How would you plan your lessons and how would you assess
them? How would you give feedback to their parents about their achievements in learning? If you
have a complete guide of the set of learning and competencies they need to acquire in the whole
duration of their learning experiences, not only in grade 3 but for their entire k-12 experience, then
you can adhere to the standards the education institution prescribed. The standard will guide you to
ensure the quality of education you can provide to your pupils. So to give you more idea about
standards and some developments in education, read our lecture below.
1. Standard Based Education - is a system of teaching and learning that focuses all elements
of the educational experience, including teaching, assessment, grading, and reporting on
standards that span all throughout a student's schooling. But what is a standard? A standard
is a succinct, clearly written description of what a student should know and be able to do
Another shift of educational focus is from content to learning outcomes. Traditionally, the focus of
instruction was content and subject matter, but it has evolved and changed to what we call “Outcome
Based Education.” But what is Outcome Based Education? Let us proceed.
after the lessons are taught Commented [CR2]: Change the color to black as this
manifests copying and pasting. You may also want to cite the
Outcome-Based Education (OBE) - is a learner-centered approach to education which emphasizes source of this piece of information.
what learners can demonstrate of “knowing and doing.” OBE reforms sets well-defined guidelines
for observable and quantifiable outcomes. Outcomes may include parameters of competencies and
capabilities, such as “Student can apply basics of nutrition related to sports” or “Student can explain
the basics in playing basketball sport.” Commented [CR3]: Change the color and cite the source.

According to Navarro, R.L., Santos, R.G

& Corpuz, B.B., (2017), to implement
outcome-based education on the subject
or course the following are
recommended:

a. Implementing Outcome Based Description

Education
1. Identify educational objectives of Educational Objectives are stated this way: At the end of the
the subject or course lesson, student can understand the concept and other
terminologies in Assessment of Learning
2. List learning outcomes for each Learning outcome is stated this way: At the end of the unit,
subject or course the student can explain the differences among assessment,
measurement, and evaluation
3. Drafting outcomes assessment You need to identify the data necessary in the selection of
procedure assessment tools.

Hansen (1989) stated that outcome-based education stresses curriculum alignment and
instructional method which would center on the goal and the result. Outcome-based education to
curriculum aligned puts emphasis on teaching the stated or written curriculum. According to
Hansen, the following are:
b. Principles of outcome-based education
1. Outcomes or objectives are publicly and clearly stated
2. Teaching is focused on the stated objectives
3. Frequently monitors student’s learning
 4. Adjustment of the learning process to allow students obtain proficiency of learning the
objectives
5. Assessment is aligned to the objectives and the authentic student learning

William Spady (1994), on the other hand, also gave the following:
Four OBE Fundamental Principle

c.1 Clarity of focus

c.2 Designing down
c.3 High Expectations
c.4 Expanded Opportunities

Outcome-Based Education in the Philippines in an aftermath of the pervading clamor of

education change worldwide which led to the creation of the Enhanced Basic Education Act of 2013,
Philippine Qualification Framework and the CHED Order No. 46.
OBE is an approach to education that aims to produce students that satisfy the demands of
highest standard required in the specific field of work. The standards are incorporated in the
program outcomes which are translated into instructional goals and objectives. These same
components should lead to selecting topics, what topics to include, how to teach, and assess them at
the highest standards required by the actual workplace.
d. Institutional, Program, Course and Learning Outcome – An institution is expecting you to
demonstrate the following outcomes in three or more than three years after graduation:
d.1 institutional outcome;
d.2 program outcome;
d.3 course; and
d.4 learning/instructional/lesson outcomes.
Assessing Learning

Name: _________________________________________________________________ Commented [CR4]: Is it intentional to have varieties of

font styles?
Section: ____________________________ Date: ___________________________

Activity 1

Question Answer

Explain Assessment Of, Assessment for,

Assessment As and give examples.

Discuss the role of assessment in

making instructional decision.

Enumerate:
3 things you have learned
2 things you still want to learn
1 question you have for the topics
discussed in this unit
Assessing Learning

Name: _________________________________________________________________

Section: ____________________________ Date: ___________________________

Activity 2
Directions: Using a concept map, illustrate the relationships of Test, Measurement, Assessment, and
Evaluation. Write a short paragraph explaining your answers. Use the space below. Commented [CR5]: Is it intentional to have varieties of
font styles?
RUBRIC FOR ACTIVITY 1
Criteria + points Description

The question is directly answered and the response is

meaningful and makes sense. Answers show that the
Completeness (4)
student spent time thinking and preparing the
answers.

The response shows complete understanding of the

concept and is expressed in own words.
Knowledge or ideas (10)
If possible, there is a real-life example to show
connection and understanding of the concept.

The sentences are complete with few grammatical and

Writing Skills (3)
spelling errors.

Neatness (3)
Answers are written neatly and legibly.

http://qm.riosalado.edu/resources/SyllabusDB/Social
Sciences/ Rubric_Short_Answer.pdf (with slight
modification)

RUBRIC FOR ACTIVITY 2

Concept Map

Criteria + points Description

Map identifies the important concepts and

Identification of concepts (5) provides evidence of understanding of knowledge
domain on multiple levels.

All concepts are organized hierarchically with

Evidence of hierarchical organization and use
clarity and with extensive number of relevant
of example (5)
examples and links.

Succinct and accurate description of all

Descriptive connectivity of links (5)
relationships through links.

Map provides evidence of complex critical

Critical Thinking and Communication (5) thinking that allows for exceptional level of
understanding

Adapted from Jennings, D. (2012)

Short URL:
https://carleton.ca/experientialeducation/?p=424
Assessing Learning

Name: _________________________________________________________________

Section: ____________________________ Date: ___________________________

Activity 3
Self Check:
Directions: Check your understanding of our lessons by answering the following questions. Write
TRUE if the statement is correct and FALSE if it is not.
______________1. Traditional method of assessment usually relies on rote memorization.
______________2. Assessment of uses metacognition to teach students to be actively engaged
in their own learning.
_____________ 3. One of the purposes of assessment is to identify students who excel in class
for merit award.
_____________ 4. The test is subjective if it produces more or less the same outcome if done Commented [CR6]: Previous activities used different font
repeatedly. style. What should be used?
_____________ 5. High stakes testing is used to make important decisions.
_____________ 6. When your ability in a language is being tested, you are undergoing a
placement test.
_____________ 7. A teacher is being fair in giving assessment when he/she focuses on your
cognitive domain.
_____________ 8. Clear goals should be emphasized in giving assessment.
_____________ 9. Outcome based education is subject-centered type of learning.
_____________10. Assessment methods should match learning targets.
_____________11. Identifying the vision and mission of the schools is a requirement in
implementing outcome-based education
_____________12. Few samples of assessment tools given to students is sufficient information
for the teachers in making instructional decisions.
_____________13. Learning outcome is the broad goal of the subject or a course.
_____________14. Does a test which reveal the same or nearly the same score used by
examiners is objective?
_____________15. Standard-based education uses exclusive set of standards in its curriculum.

Write the number and a brief explanation for your false answers below.
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