ASSESSMENT OF LEARNING 1

MODULE 1 – BASIC CONCEPTS IN ASSESSMENT OF LEARNING

• Measurement-is a process of obtaining a numerical description of the degree

to which an individual possesses a particular characteristic. Measurements
answer the question" how much?"

• Test –is an instrument or systematic procedure designed to measure the

quality, ability, skill, or knowledge of students by giving a set of questions
uniformly. Since a test is a form of assessment, tests also answer the question
"how does an individual student perform?"

• Testing-is a method used to measure the level of achievement or performance

of the learners. It also refers to the administration, scoring, and interpretation
of an instrument (procedure) designed to elicit information about performance
in a sample of a particular area of behavior.

Key Differences Between Assessment and Evaluation

Assessment Evaluation
The process of gathering, reviewing, A process of passing judgment on the
and analyzing data in order to improve basis of defined criteria and evidence
current performance.
Assessment is diagnostic in nature as it Evaluation is judgmental because it
tends to identify areas of improvement. aims at providing an overall grade.
Assessment is concerned with the Evaluation focuses on products.
process.
The feedback is based on observation Feedback relies on the level of quality
and positive and negative points. as per the set standard.
The measurement standards for Standards of measurement for
assessment are absolute, which seeks to evaluation are comparative, which
achieve the quintessential outcome. means they make a distinction between
better and worse.
Types of Measurement
There are two ways of interpreting student performance concerning classroom
instruction. These are the Norm-reference tests and Criterion-referenced tests.

1. Norm-reference test
is a test designed to measure the performance of a student compared with other
students. Each individual is compared with other examinees and assigned a score
usually expressed as a percentile, a grade equivalent score, or a stanine.

2. Criterion- referenced test

is a test designed to measure the performance of students for some particular
criterion or standard. Each individual is compared with a pre-determined set of
standards for acceptable achievement. The performance of the other examinees is
irrelevant.

Key Differences Between Norm-reference test and Criterion- referenced test

Norm-reference test Criterion- referenced test
Measures a student’s performance in Measures a student’s performance
comparison to the performance of same- based on mastery of a specific set of
age students on the same assessment. skills. It measures what the student
Normative scoring is based on a bell knows and doesn’t know at the time of
curve, meaning only half of those tested assessment. The student’s performance
can score above the 50th percentile. is not compared to other students’
performance on the same assessment.
Using the norm-referenced assessments Using the criterion-referenced
to benchmark or to pretest and post-test assessments for ongoing assessment
is useful for seeing what gains a student throughout the academic year allows a
has made over the duration of a full comparison of a student’s current skill
academic year. But because mastery to his or her skill mastery at
performance is represented in normative previous points in the year. Because the
scores, gains shown are relative to those skill sequences are broken down into
of same-age peers. gradual steps along the skill continuum,
progress can be measured in very small
increments.
Common Characteristics of Norm-Referenced Test and Criterion-Referenced
Tests
1. Both require specification of the achievement domain to be measured
2. Both require a relevant and representative sample of test items
3. Both use the same types of test items
4. Both used the same rules for item writing (except for item difficulty)
5. Both are judged with the same qualities of goodness (validity and reliability)
6. Both are useful in educational assessment

Robert L. Linn and Norma E. Gronlund (1995) pointed out the common
characteristics and differences between Norm-Referenced Tests and Criterion-
Referenced Tests

TYPES OF ASSESSMENT
In terms of their functional role in classroom instruction, there are four types of
assessment. These are the placement assessment, diagnostic assessment, formative
assessment, and summative evaluation.

A. Placement assessment is concerned with the entry performance of a student.

The purpose of placement evaluation is to determine the prerequisite skills, degree
of mastery of the course objectives, and the best mode of learning.

B. Diagnostic assessment is a type of assessment given before instruction. It aims

to identify the strengths and weaknesses of the students regarding the topics to be
discussed.

The purpose of Diagnostic Assessment is to:

1. To determine the competence level of the students.
2. To identify the students who have already learned about the lesson;
3. To determine the causes of learning problems and formulate a plan for remedial
action.

C. Formative assessment is a type of assessment used to monitor the learning

progress of students during or after instruction.
The purpose of Formative Assessment:
1. To provide immediate feedback on learning success and failure to both students
and teachers.
2. To identify the learning errors that need correction
3. To provide information to the teacher in order to modify instruction and to
improve learning and instruction.

D. Summative assessment is a type of assessment usually given at the end of a

course or unit.

Purpose of Summative Assessment:

1. To determine the extent to which the instructional objectives have been met;
2.To certify student mastery of the desired outcome and use it for grading;
3. To provide information for judging the appropriateness of the instructional
objectives;
4. To determine the effectiveness of instruction