MODULE I

Lesson 1 : Basic concepts and Principles in

assessing learning

Learning Outcomes

In this lesson, students are expected to:

a. Describe assessment in learning and related concept and;
b. Demonstrate understanding of the different principles in assessing
learning through the preparation of an assessment plan.

How much do you know?

Define the following.
1. What is Assessment?
2. What is Measurement?
3. What is Evaluation?
4. Distinguish Test and Testing.
5. What are the types of measurement?
6. What are the types of Assessment?

Let's get started!

Choose the correct answer.
1. Which of the following refers to Assessment?
a. Process of judging the quality of what is good and what is
desirable.
b. Process of quantifying the attributes of an object.
c. Process of gathering quantitative and or qualitative data for
the purpose of making decisions.
2. Teacher Alma is confused about the similarity or difference between
measurement and evaluation, so she asked Teacher Beth about it.
Teacher Beth explained to Teacher Alma that measurement and
evaluation are the same or similar concepts. Is Teacher Beth
correct?
a. Yes, as measurement and evaluation both involve the
collection of information on learners' learning.
 b. No, as measurement and evaluation are related but distinct
processes in assessing learners' learning.
c. Yes, as measurement and evaluation are part of the
assessment process
d. No, as measurement is performed after evaluation.

Read and Learn.

Assessment is a process of gathering quantitative and or qualitative
data for the purpose of making decisions (gathering of data). It also
refers to the process of gathering, describing or quantifying
information about the student performance. It includes paper and
pencil test, extended responses (example essays) and performance
assessment are usually referred to as‖authentic assessment‖ task
(example presentation of research work).

Measurement is the process of quantifying the attributes of an object

(strategies and tools). It is also a process of obtaining a numerical
description of the degree to which an individual possesses a particular
characteristic. Measurements answer the question how much?

Evaluation is the process of making value judgements on the

information collected from measurement based on a certain criteria.
(decision or judgements based on measurement). It also refers to
the process of examining the performance of students. It also
determines whether or not the student has met the lesson
instructional objectives.

Test is an instrument or systematic procedure designed to

measure the quality, ability, skill or knowledge of students by
giving a set of questions in a uniform manner. Since test is a form
of assessment, tests also answer the question‖how does 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 simple particular area of
behavior.

Importance of Assessment
It helps students learn, determine whether or not they understand the
course material and motivate them.
5 Principles of Assessment
● Practicability
● Reliability
● Validity
● Authenticity
● Washback

Purpose of Assessment in higher education

Assessment serves as an individual evaluation system, and as a way

to compare performance across a spectrum and across population.

According to Pearson, the very main purpose of assessment is to

gather relevant information about student performance or progress,
or to determine student interests to make judgements about their
learning process.

Main steps in the assessment process

Step 1: Clearly define and

identify the learning
outcomes.
Step 2: Select appropriate
assessment measures and
assess the learning
outcomes.
Step 3: Analyze the result of
the outcomes assessed.
Step 4: Adjust or improve
programs following the
results of the learning
outcomes assessed.
Assessment in learning can be defined as systematic and
purpose-oriented collection, analysis and interpretation of evidence
of student learning in order to make informed decisions relevant to
the learners.

Types of assessment in learning.

● Summative assessment
● Formative assessment
● Placement assessment
● Diagnostic assessment
● Traditional assessment
● Authentic assessment

Summative Assessment. Activities that aim to determine the

learner's mastery of the content or attainment of learning outcomes.
Examples are summative tests and long quizzes.

Formative Assessment. Activities that provide information to both

teachers and learners on how they can improve the teaching and
learning process. It is used at the beginning and during instructions
for teachers to assess a learner's understanding. Examples are
recitation and quizzes.

Placement Assessment. Usually done at the beginning of the

school year to determine what the learners already know or are
there needs that could inform design of instruction.
Based on the results of the assessment, the students are grouped
to address the needs or accommodate the entry performance of the
learners. Entrance exam is an example of this type of assessment.

Diagnostic Assessment. Aims to determine the learner’s problems

or difficulties of the learners so that corrective measures or
interventions are done to ensure the learning.

Traditional Assessment. Refers to the use of conventional

strategies or tools to provide information about the learning of
students. Typically an objective (Multiple choice test) and subjective
tests (essay) are used.
Authentic Assessment. Refers to the use of assessment strategies
or tools that allow learners to perform or create a product that are
meaningful to the learners, as they are based on real-world
contexts.

The Different Principles of Assessing Learning

● Assessment should have a clear purpose.
● Assessment is not an end itself.
● Assessment is an ongoing, continuous, and a formative
process.
● Assessment is learner-centered.
● Assessment is both process- and product-oriented.
● Assessment must be comprehensive and holistic.
● Assessment requires the use of appropriate measures.
● Assessment should be as authentic as possible.

Let’s try!
Determine the type of assessment based on the situations
given below:

1. After the discussion of the subject-verb agreement, Teacher Julia

conducted an assessment to determine whether the desired
learning outcomes are met.
2. Teacher Anderson prepared a test after discussing the whole
chapter 3 of his Math subject.
3. Teacher Alonzo conducted an examination before she started her
discussion in Statistics. This is for her to know the strengths and
weaknesses of her students in the said subject.
4. Eastern Visayas State University will be conducting it’s entrance
examination for all freshman student’s planning to enroll in the
university.
5. Human anatomy is a topic rich in terminologies. Teacher Ronald
decided to use a matching type of quiz to assess students’ learning.
6. In assessing students’ learning about gardening, Teacher Cora let
the students plant some vegetables in their school yard. For
Teacher Cora, this assessment is interesting for her students since
it replicates real-world contexts.
Lesson 2 : Assessment purposes, Learning
targets, and appropriate Methods

Learning Outcomes

In this lesson, students are expected to:

c. Formulate learning targets that match appropriate assessment methods.

How much do you know?

Define the following.
1. What is Assessment of learning?
2. What is Assessment for Learning?
3. What is Assessment as Learning?
4. What are the roles of assessment in the teaching-learning process?

Types of assessment in different approaches

Assessment for learning, teachers use assessment as an

investigative tool to find out as much as they can about what their
students know and can do, and what confusions, preconceptions, or
gaps they might have.

A type of formative assessment that aims to provide teachers with

the necessary data to adjust the learning process while it is
happening.

Example: Information collected through worksheets, class

observations and ungraded quizzes allows teachers to understand
student progression and regulate teaching plans accordingly.

Assessment as learning, focuses on students and emphasizes

assessment as a process of metacognition (knowledge of one's own
thought process) for students. Students are “personally monitoring
what they are learning, and use what they discover from the
monitoring to make adjustments, adaptations, and even changes in
their thinking.”
A type of formative assessment that aims for students to take an
active role in their process by monitoring their progress and using
feedback to make adjustments. Empowering students as
independent learners.

Example: When giving feedback on written tasks, using a code that

indicates the kind of mistake instead of providing the correct answer
allows students for self-reflection on their learning process. For
instance, if a task is repeatedly marked with the tag “spelling” the
student will be able to consider the correct spelling of each word but
also to pay more attention to this aspect in future assignments.

Assessment of learning, refers to strategies designed to confirm

what students know, demonstrate whether or not they have met the
curriculum outcomes or the goals of their individualized programs,
or to certify proficiency and make decisions about students’ future
programs or placements.

A type of summative assessment that aims to reflect students’

knowledge of a given area through a grade.

Example: A final tes at the end of the semester constitutes

assessment of learning, as it measures how much have the students
learnt through the course.

Formative and Summative assessment, distinguished.

The aim of formative assessment is to monitor student learning,

provide ongoing feedback, improve teaching and learning, help
students identify their strengths and weaknesses and target areas
that need work and help faculty recognize where students are
struggling and address problems immediately. Generally, low
stakes.

Examples: concept map, sentences identifying the main point of a

lecture, portfolio, exit slips, journal, research proposal for early
feedback, presentation, comment on a discussion board, peer/ self
assessment, diagnostic test, project.
While the aim of summative assessment is to evaluate student
learning at the end of an instructional unit and compare it against
some standard or benchmark. Often high stakes.
Examples: midterm exam, final project, paper, senior recital.

Note: Information from summative assessment can be used formatively when

students or instructors use it to guide their efforts and activities in subsequent
courses.

https://www.researchgate.net/figure/Comparison-of-Formative-and-
Summative-Assessments_fig3_331008710/download

Benefits of Formative and summative assessment

Formative Assessment
Defined learning goals, increased rigor, improved academic achievement,
enhanced students motivation, increased student engagement, focused
and targeted feedback, personalized learning experiences and self-
regulated learners.
Summative Assessment
They show if students have understood, determined achievement, and
make academic records. Boosts individual confidence and weak areas can
be identified. Training success can be measured and they are used as
tools for evaluation. Lastly, measures educator performance and gains a
better understanding for the institution.
Roles of classroom assessment in the teaching-learning process

Formative. Current status and level of learner’s knowledge.

Diagnostic. Specific learner’s weaknesses and difficulties.
Evaluative. Measure learner’s performance for judgement.
Facilitative. The teacher will know the student’s achievement that can be
used to improve instructions. Learners will monitor, evaluate and improve
their own learning strategy.
Motivational. Serve as a mechanism for learners to be motivated and
engaged in learning activities.

Educational Goals. General statement about the desired learner

outcomes in a given year or during the duration of the program.
Standards. Specific statements about what the learners should know and
are capable of doing at a particular grade level, subject or course.
Educational Objectives. Specific statements of learner performance at
the end of an instructional unit.

The Bloom’s Taxonomy of Educational Objectives

DOMAINS:
Cognitive. Knowledge-based goals
Psychomotor. Skills-based goals
Affective. Emotion-based goals

Learning Objectives characteristic

● Specific
● Measurable
● Attainable
● Realistic
● Timebound

HOTS
Higher order thinking skills

LOTS
Lower order thinking skills
 The BLOOM’s Taxonomy of Educational Objectives in the
Cognitive Domain (KCApAnSE)

The framework elaborated by Bloom and his collaborators consisted of six

major categories: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation. The categories after Knowledge were
presented as “skills and abilities,” with the understanding that knowledge
was the necessary precondition for putting these skills and abilities into
practice.

While each category contained subcategories, all lying along a continuum

from simple to complex and concrete to abstract, the taxonomy is
popularly remembered according to the six main categories.

Knowledge “involves the recall of specifics and universals, the recall of methods
and processes, or the recall of a
pattern, structure, or setting.”
Comprehension “refers to a
type of understanding or
apprehension such that the
individual knows what is being
communicated and can make
use of the material or idea being
communicated without
necessarily relating it to other
material or seeing its fullest
implications.”
Application refers to the “use
of abstractions in particular and
concrete situations.”
Analysis represents the
“breakdown of a communication
into its constituent elements or
parts such that the relative
hierarchy of ideas is made clear
and/or the relations between
ideas expressed are made
explicit.”
Synthesis involves the “putting
together of elements and parts
so as to form a whole.”
Evaluation engenders “judgments about the value of material and methods for
given purposes.”
The Revised BLOOM’s Taxonomy of Educational Objectives in the
Cognitive Domain (RUApAnEC)
A group of cognitive psychologists, curriculum theorists and instructional
researchers, and testing and assessment specialists published in 2001 a
revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching,
Learning, and Assessment. This title draws attention away from the
somewhat static notion of “educational objectives” (in Bloom’s original
title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using

verbs and gerunds to label their categories and subcategories (rather
than the nouns of the original taxonomy). These “action words” describe
the cognitive processes by which thinkers encounter and work with
knowledge:

Remember.
Recognizing; and
Recalling
Understand.
Interpreting;
Exemplifying;
Classifying;
Summarizing;
Inferring; Comparing;
and Explaining
Apply. Executing; and
Implementing
Analyze.
Differentiating;
Organizing; and
Attributing
Evaluate. Checking;
and Critiquing
Create. Generating;
Planning; and
Producing
 Benjamin Bloom vs. Anderson and Krathwohl

In the revised taxonomy, knowledge is at the basis of these six cognitive

processes, but its authors created a separate taxonomy of the types of
knowledge used in cognition:

Factual Knowledge. Knowledge of terminology; and Knowledge of

specific details and elements
Conceptual Knowledge. Knowledge of classifications and categories;
Knowledge of principles and generalizations; and Knowledge of theories,
models, and structures
Procedural Knowledge. Knowledge of subject-specific skills and
algorithms; Knowledge of subject-specific techniques and methods; and
Knowledge of criteria for determining when to use appropriate procedures
Metacognitive Knowledge. Strategic Knowledge; Knowledge about
cognitive tasks, including appropriate contextual and conditional
knowledge; and Self-knowledge.
 Elizabeth Simpson’s Taxonomy of Educational Objectives in
Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement,

coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution. Thus, psychomotor skills rage from
manual tasks, such as digging a ditch or washing a car, to more complex
tasks, such as operating a complex piece of machinery or dancing.

Bloom’s Taxonomy of Educational Objectives in Affective Domain

(ReResVOC)
Learning Targets
● Statement on what students are suppose to learn and
what they can do because of instruction
● More specific compared with educational goals
● Leads to more specific instructional & assessment
activities
● Clear, specific, and meaningful to students
● States from the students point of view, using “I can…”
● Typology of learning targets: knowledge, reasoning, skills,
product and affect

Typology of Learning Targets

Sample Learning Targets

ENGLISH
Skills: I can participate in conversation with others.
Product: I can write an argumentative essay about.
Affect: I enjoy reciting a poem in front of an audience.

P.E.
Skills: I can dribble the ball across the half-court.
Product: I can create a three-month personal fitness plan.
Affect: I am determined to complete the physical task.
MATHEMATICS
Skills: I can measure angles using protractor.
Product: I can construct a histogram about…
Affect: I am interested in attending math class.

SCIENCE
Skills: I can use laboratory equipment properly.
Product: I can prepare a report about field observation.
Affect: I consider the safety of others during the experiment.

SOCIAL STUDIES
Skills: I can participate in civic discussions about….
Product: I can create a timeline about Phil colonization.
Affect: I can argue in a constructive manner.

Let’s try!
Identify if the given objective is cognitive, psychomotor or Affective
domain and explain why.

● At the end of the lesson, the grade 8 students must be able to do

the following tasks with at least 85% proficiency;

a. demonstrate how energy is transformed and how materials are

cycled in ecosystems;
b. draw the process of the water cycle;
c. suggest ways to minimize impacts of human activities to the
environment.