Week 1

What is Assessment?
● Assessment is a process of gathering information about the students ability and
performance in achieving the learning outcomes.
● By the usage of numeric or quantitative description, the teacher measures students ability
and uses it to differentiate or analyze.
● This measurement is the test which consists of a question or set of questions that
examines a particular characteristic of a student.
Assessment is for the purpose of bettering the student performance. Came from the latin word
assidere means to sit beside, assessment is intended to help the students in their learning
process.

What is Evaluation?
● Evaluation is a process of attaching quality or value judgment to the quantity obtained
through the process of assessment.
● It considers all forms of learning outcomes not just based on numeric or quantitative data,
but also qualitative description of students’ personality changes, social attitudes, interest
and ideals.
● Therefore, Evaluation is concerned with macro or holistic level of learning events.

Scope of Assessment and Evaluation

❖ Assert the educational objectives have been attained.
❖ Effectiveness of instructional methods.
❖ Identifies students strengths and weaknesses, needs and demands.
❖ Provides baseline for guidance and counseling.
❖ Development of tools and techniques.
❖ Curriculum development and revision.
❖ Certify students proficiency in particular educational practice.
❖ To appraise status of and changes in students’ behavior.
❖ Make provisions for guiding the growth of the individual students.
❖ Predicts students’ future academic success or otherwise.
❖ Motivate students towards better attainment and growth.
❖ To test the efficiency of teachers.
❖ Improve instructions, measurements, and measuring devices.
 Week 2
Purposes of Classroom Assessment

Assessment of Learning - provides evidence of student learning to assess achievement of

learning outcomes and standards.
● Summative assessment.
● Periodical exam.
● Midterm and Final exams.
● Standardized test (NAT)
●
Assessment for Learning - provides teachers evidence about students’ knowledge,
understanding and skills to inform their teaching.
● Diagnostic test
● Pre-tests
● Placement exams
● Formative assessment.
●
Assessment as Learning - provides monitoring of students’ own learning and to assess their
own performance.
● Self-assessment
● Peer evaluation
● Aptitude test
● KWL/ Exit tickets

Principles of Quality Assessment

1. Clear and Appropriate Learning Targets.

2. Alignment of Assessment Methods and Learning Targets.

3. Validity - accuracy, appropriateness and usefulness of the instrument for a given purpose.
Ways of Establishing Validity
1. Face Validity (Physical appearance of instrument)
2. Content Validity
3. Criterion Validity - comparing the correlated score of the instrument to external
predictor or measure. (a) concurrent validity (realtime). (b) predictive validity
4. Construct Validity- comparing physiological traits or factors that theoretically
influenced scores on tests. (a) convergent validity - how related your test is to
another test that measures the same construct. (b) divergent validity - examines
whether a test is too similar to another test.
 4. Reliability - refers to the consistency of scores obtained by the same person when retest
using the same instrument.
Ways to Establish Reliability of Tests
1. Test-Rest Method - administering the same test twice to the same group.
2. Equivalent - Forms Method- two equivalent forms of an instrument are
administered to the same group of individuals. During the same period of time
(set a and set b).
3. Internal Consistency Method - assesses the correlation of multiple items in a test
that measures the same construct.
4. Fairness - provides all students an equal opportunity to demonstrate achievement.
5. Practicality and Efficiency
6. Continuity
7. Authenticity
8. Communication
9. Positive Consequences
10. Ethics

PART 1
Mag identify ka ng assessment for, as, of.

Certainly! The terms Assessment FOR Learning, Assessment OF Learning, and Assessment
AS Learning are all related to the purposes of classroom assessment but differ in their focus
and timing. Here's an explanation of each:

1. Assessment FOR Learning: Assessment FOR Learning, also known as formative

assessment, is designed to support and enhance the learning process. It occurs during
instruction and is used to provide ongoing feedback to students and teachers. The main
purpose of assessment for learning is to identify students' strengths and areas of
improvement, guide instructional decisions, and help students become more
self-regulated learners. It involves strategies like quizzes, classroom discussions,
observations, and feedback that inform instructional adjustments to meet students'
needs.

2. Assessment OF Learning: Assessment OF Learning, also referred to as summative

assessment, is used to evaluate and measure students' achievement or mastery of
specific learning outcomes. It typically occurs at the end of a unit, course, or grading
period. The main purpose of assessment of learning is to provide a summary judgment
of students' learning outcomes and determine their overall performance or grades.
Examples include final exams, standardized tests, or end-of-unit projects.

3. Assessment AS Learning: Assessment AS Learning focuses on students' active

involvement in self-assessment and reflection to develop metacognitive skills and take
 ownership of their learning. It emphasizes the role of students as assessors of their own
progress and understanding. Assessment as learning promotes students' engagement in
setting goals, monitoring their progress, and making adjustments to improve their
learning. It involves activities like self-assessments, goal setting, portfolios, and reflective
journals.

In summary, Assessment FOR Learning focuses on providing feedback and guiding instruction
during the learning process, Assessment OF Learning evaluates students' achievement at the
end of a unit or course, and Assessment AS Learning empowers students to become
self-assessors and actively participate in monitoring and improving their own learning. Each
type of assessment serves a different purpose and plays a crucial role in supporting student
growth and development.

PART 2

Ways of establishing validity, brief explanation

To establish validity in assessment, there are several methods that can be used:
1. Face Validity: This involves visually examining the test to ensure its physical
appearance is appropriate. Factors like font size, style, formatting, and readability
are checked to ensure the test looks valid.

2. Content Validity: This method involves a careful examination of the assessment's

objectives to ensure they align with the curriculum. Experts are consulted to
validate the accuracy of the concepts and information covered in the test.

3. Criterion-Related Validity: This validity is established through statistical analysis

by correlating scores from the measuring instrument with scores obtained from
another external measure or predictor. It serves two purposes: concurrent
validity, which examines the relationship between scores obtained at the same
time, and predictive validity, which assesses the ability of the test to predict future
outcomes.

4. Construct Validity: This type of validity is established by comparing psychological

traits or factors that theoretically influence test scores. Convergent validity
involves demonstrating that scores on the test are related to other measures of
the same construct, while divergent validity involves showing that scores on the
test are not strongly related to measures of different constructs.
Give definition and compare assessment and evaluation

● Assessment and evaluation are two interconnected processes in education that

serve different purposes. Assessment is primarily focused on gathering
information about students' abilities and performance in relation to specific
learning outcomes. It involves the use of quantitative measures, such as tests or
quizzes, to measure students' knowledge and skills. The main goal of
assessment is to differentiate or analyze students based on their performance
using numeric or quantitative descriptions.

● On the other hand, evaluation goes beyond the numerical data obtained through
assessment and involves attaching quality or value judgments to the quantity
measured. Evaluation considers all forms of learning outcomes, not just limited to
numeric or quantitative data. It takes into account qualitative descriptions of
students' personality changes, social attitudes, interests, and ideals. In this
sense, evaluation takes a more holistic and macro-level approach, considering
the overall development and progress of students.

● In summary, assessment focuses on measuring and differentiating students'

abilities and performance using numeric or quantitative descriptions, while
evaluation goes beyond numbers and aims to assess the quality and value of the
learning outcomes, considering both quantitative and qualitative aspects of
students' development. Both assessment and evaluation are essential tools in
education, providing valuable insights to teachers and educational institutions for
making informed decisions about students' progress and improving the learning
process.

PART 2
Atleast 3 importance of quality assessment.

Quality assessment is essential in education for several reasons:

1. Informing Instruction: Quality assessments provide valuable information about
students' progress, strengths, and areas for improvement. By aligning assessment
methods with clear learning targets, teachers can gather data that informs their
instructional decisions. This allows them to tailor their teaching strategies to better meet
the needs of individual students and guide their future instruction effectively.

2. Promoting Student Growth: Quality assessments help foster student growth and
development. By providing clear and appropriate learning targets, students understand
what is expected of them and can track their progress towards those targets. Regular
 feedback from assessments enables students to identify their strengths and areas for
improvement, encouraging them to take ownership of their learning and make
adjustments to improve their performance.

3. Ensuring Valid and Reliable Results: Validity and reliability are important principles of
quality assessment. Valid assessments accurately measure what they are intended to
measure, ensuring that the results are meaningful and useful. Reliable assessments
produce consistent results when administered multiple times to the same person. By
ensuring validity and reliability, assessments provide a fair and accurate representation
of students' knowledge and skills, enabling teachers to make informed decisions about
instruction, interventions, and support.

In summary, quality assessment plays a crucial role in informing instruction, promoting student
growth, and providing accurate and reliable results. By aligning assessments with learning
targets, ensuring validity and reliability, and promoting fairness, educators can use assessment
data effectively to enhance teaching and learning.