LET REVIEW 2023

ASSESSMENT & EVALUATION OF LEARNING

PART I- CONTENT UPDATE

BASIC CONCEPT

Test- an instrument designed to measure any characteristics, quality, ability, knowledge or skill.
Measurement- a process of quantifying the degree to which someone/ something possesses a
given trait..i.e quality, characteristics, or feature.
Assessment- a process of gathering and organizing quantitative or qualitative data into an
interpretable form to have a basis for judgment or decision- making.
Evaluation- a process of systematic interpretation, analysis, appraisal or judgment of the worth
of organized data as basis for decision making.
Traditional Assessment- it refers to the use of pen- and paper objective test.
Alternative Assessment- it refers to the use of methods other than pen- and –paper objective
test which includes performance test, project portfolios,
journal and the like.
Authentic Assessment- it refers to the use of assessment methods that stimulate true- to- life
situations. This could be objective tests that reflect real life
situations or alternative methods that are parallel to what we experience in
real life.

PURPOSES OF CLASSROOM ASSESSMENT

1. Assessment FOR Learning- this includes three types of assessment done before and during
instruction.
a. Placement- done prior to instruction
- Its purpose is to assess the needs of the learners to have basis in planning for a
relevant instruction.
b. Formative- done during the instruction
- It is the assessment where teachers continuously monitor the student’s level of
attainment of the learning objectives
c. Diagnostic- done during instruction
- This is used to determine students recurring or persistent difficulties.

2. Assessment OF Learning- this is done after instruction. This is usually referred to as the
summative assessment.
- It is used to certify what students know and can do and the level of
their proficiency and competency.
3.Assessment AS Learning- this is done for teachers to understand and perform well their role
of assessing FOR or OF learning. It requires teachers to
undergo training on how to assess learning.

PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT

1. Principle 1- Clear and Appropriate Learning Targets

- Learning targets should be clearly stated, specific and centers on what is truly
important.
Learning Targets:
a. Knowledge- student mastery of substantive subject matter
b. Reasoning- student ability to use knowledge to reason and solve problems
c. Skills- student ability to demonstrate achievement – related skills
d. Products- student ability to create achievement related products
e. Affective–student attainment of affective states such as attitude, values, interests and
self- efficacy.
2. Principle 2- Appropriate Method
Learning Targets and their Appropriate Assessment Method
Assessment Methods

Targets Objective Essay Performance- Oral Observation Self-

Based Question Report

Knowledg 5 4 3 4 3 2
e

Reasoning 2 5 4 4 2 2

Skills 1 3 5 2 5 3

Products 1 1 5 2 4 4

Affect 1 2 4 4 4 5

Note: Higher numbers indicate better matches (e.g. 5- high, 1- low)

Modes of Assessment
1. Traditional Assessment- the paper- and- pen- test used in assessing knowledge & thinking
skills.
Ex: Standardized Test, Teacher – made tests
2. Performance- based Assessment- it requires actual demonstration of skills or creation of
products of learning.
Ex: Practical Test, Oral Test, Project, etc.
3. Portfolio Assessment- a process of gathering multiple indicators of student progress to
support course goals in dynamic, ongoing and collaborative process.
Ex; Working portfolio, show portfolio, documentary portfolio

3. Principle 3- Balanced
- A balanced assessment sets targets in all domains of learning. It makes both traditional
and alternative assessment.

4. Principle 4- Validity
Validity-is the degree to which the assessment instrument measures what it intends to
measure. It also refers to the usefulness of the instrument for a give purpose.
Ways in establishing validity:
1. Face Validity- is done by examining the physical appearance of the instrument.
2. Content Validity- is done through a careful and critical examination of the objectives of
assessment so that it reflects the curricular objectives.
3. Criterion- related validity- is established statistically such that a set of scores revealed
by the measuring instrument is correlated with the scores obtained in another external
predictor or measures. It has two purposes:
a. Concurrent validity- describes the present status of the individual by correlating the
sets of scores obtained from the two measures given concurrently.
b. Predictive validity- describes the future performance of an individual by correlating
the sets of scores obtained from two measures given at a longer time interval.
4. Construct validity- is established statistically by comparing psychological traits or factors
that theoretically influence scores in a test.
a. Convergent validity- is established if the instrument defines another similar traits
other than what it is intended to measure. e.g Critical Thinking Test may be
correlated with Creative Thinking Test.
 b. Divergent validity-is established if an instrument can describe only the intended
trait and not the other traits. e.g Critical Thinking Test may not be correlated with
Reading Comprehension Test.

5. Principle 5- Reliability
-it refers to the consistency of scores obtained by the same person when retested using
the same instrument its parallel or when compared with other students who took the same
test.

6. Principle 6- Fairness
- provides all students with an equal opportunity to demonstrate achievement .
7. Principle 7- Practicality and Efficiency
-when assessing learning, the information obtained should be worth the resources and
time required to obtained it.
8. Principle 8- Assessment should be a continuous process
- Assessment takes place in all phases of instruction . It could be done before, during
and after instruction.
9. Principle 9- Authenticy
- provides meaningful performance task and quality products and performance.
10. Principle 10- Communication
- Assessment targets, standards & results should be communicated.
11. Principle 11- Positive Consequences
- Assessment should have a positive consequences to students, that is , it should
motivate them to learn.
12. Principle 12- Ethics
- Teachers should free the students from harmful consequences of misuse or overuse
of various assessment procedure such as embarrassing students and violating students right
to confidentiality.

PERFORMANCE- BASED ASSESSMENT

Performance- based assessment- is a process of gathering information about student’s

learning through actual demonstration of essential and observable skills and creation of
products that are grounded in real world contexts and constraints.

Types of Performance- based task

1. Demonstration Type- this is a task that requires no product
Ex. Constructing a building, cooking demonstrations, entertaining tourists
2. Creation Type- this is a task that requires tangible products
Ex. Project plan, research paper, project flyers

How to Assess Performance?

1. Identify the competency that has tom be demonstrated by the students with or
without product.
2. Describe the task to be performed by the students either individually or as a group.
3. Develop a scoring rubric reflecting the criteria levels of performance and the scores.

PORTFOLIO ASSESSMENT
- Is an alternative to pen- and – paper objective test. It is a purposeful on going,
dynamic and collaborative process of gathering multiple indicators of the learner’s
growth and development.
Principle Underlying Portfolio Assessment
1. Content Principle- suggests that portfolio should reflect the subject matter that is
important for the student to learn.
 2. Learning Principle- suggests that portfolio should enable the students to become
active and thoughtful learners.
3. Equity Principle- explains that portfolio should allow students to demonstrate their
learning styles and multiple intelligences.
Types of Portfolio
1. Working Portfolio- is a collection of a student’s day-to-day works which reflect his/ her
learning.
2. Show Portfolio- is a collection of student’s best work.
3. Documentary Portfolio- is a combination of working and show portfolio.

DEVELOPING RUBRICS
Rubric- is a measuring instrument used in rating performance –based tasks. It offers a set of
guidelines or descriptions in scoring different levels of performance or qualities of products
of learning.
Similarity of Rubrics with other Scoring Instruments
Rubricsis a modified checklist and rating scale.
1. Checklist- shows the observed traits of a work/ performance
2. Rating Scale- shows degree of quality of work/ performance
Types of Rubrics
1. Holistic Rubric- describes the overall quality of a performance or product.
2. Analytic Rubric- describes the quality of a performance or product in terms of the
identified dimensions or criteria for which are rated independently to give a better
picture of the quality of work or performance.

NORM REFERENCED AND CRITERION REFERENCED TESTS

1. Norm Referenced Test- a student as compared to other students

2. Criterion Referenced Test- a student against a set of criteria
Classification of Tests According to Format
1. Standardized Test- tests that have been carefully constructed by experts in the light of
accepted objectives.
a. Ability Tests- combine verbal and numerical ability, reasoning and computations
b. Aptitude Tests- tests which measure potential in a specific field or area.
2. Teacher-Made Tests- tests constructed by classroom teacher which measure and
appraise student progress in terms of specific classroom/instructional objectives.

Most teacher-made tests can be placed into the following categories:

I. Supply (recall)
A. Completion (fill in the blank)
B. Short Answer
C. Essay
D. Listing

II. Selection (recognition)

A. Multiple Choice
B. Matching
C. True/False