PROFED08: ASSESSMENT OF LEARNING

Basic concepts

Test An instrument designed to measure any

characteristics, quality, ability, knowledge or
skills. It comprised of items in the area it is
designed to measure
Measurement A process of quantifying the degree to which
some/something possesses a given trait
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 Refers to the use of pen and pencil objective
test.
Alternative Assessment Refers to the use of methods other than pen
and paper objective test which includes
performance tests, projects, portfolio, journals
and the likes.
Authentic Assessment Refers to the use of assessment method that
simulate true to life situation. This could be
objective tests that reflect real-life situations or
alternative methods that are parallel to what
we experience in real life.

To sum it up:

What is Classroom Assessment?

1. Assessment is a joint process that involves both teacher and learners.
2. It should be in unity with INSTRUCTION.
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3. It is used to track learner’s progress in relation to learning standard and development of

2st century skills.
4. It provides bases for the profiling of students performance on the learning competencies
and standards of the curriculum.
5. It promotes self-reflection and personal accountability among students about their own
learning.
6. Classroom assessment is a process of identifying, gathering, organizing and interpreting
quantitative and qualitative information about what learners know and can do.
7. Classroom assessment method should be consistent with curriculum standard
8. It measures achievement of competencies by the learners.

Major Features: DepEd K to 12 Classroom Assessment

What is assessed in the classroom?

➢ Content standards – These cover a specific scope of sequential topics within each
learning strand, domain, theme or component.
– They answer the question “What should learners know?”

➢ Performance standards – These describe the abilities and skills that learners are
expected to demonstrate in relation to the content standard and integration of 21st
century skills.
– They answer the following questions:
1. What can learners do with what they know?
2. How well must learners do their work?
3. How well do learners use their learning or
understanding in different situation?
4. How do learners apply their learning or understanding
in real-life contexts?
5. What tools and measures should the learners use to
demonstrate what they know?
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➢ Learning competencies – refers to the knowledge, understanding, skills and attitude

that learners need to demonstrate in every lesson and/or learning activity.

There are different Purposes of Classroom Assessment

1. Assessment FOR Learning - this includes three type of assessment done before or
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 instructions.
b. Formative - done during instruction, this is where teachers continuously monitor
the student's level of attainment of the learning objectives.
c. Diagnostic - done during instruction, this is used to determine student's recurring
or persistent difficulties.
2. Assessment OF Learning - this is done after instruction. This is usually referred to as
the summative assessment
• The result reveal whether or not instructions have successfully achieved
the curriculum outcomes.
• The information from assessment of learning is usually expressed as
marks or letter grades.
3. Assessment AS Learning - this is done for teachers to understand and perform well
their role of assessing FOR and OF learning. It requires teachers to undergo training on
how to assess learning and be equipped with the following competencies needed in
performing their work as assessors.
Cognitive Process Dimension (Revised Bloom’s Taxonomy

Principles of High Quality Classroom Assessment

Principle 1: Clarity and Appropriateness of Learning Targets

➢ Learning targets should be clearly stated, specific, and center on what is truly important.
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Principle 2: Appropriateness of Methods

➢ Learning targets are measured by appropriate assessment methods.
Principle 3: Balance
➢ Balance assessment sets targets in all domain of learning(cognitive, psychomotor, and
affective) or domain of intelligence (verbal-linguistic, logical-mathematical, bodily-
kinesthetic, visual-spatial, musical-rhythmic, intrapersonal-social, intrapersonal-
introspection, physical world-natural, existential-spiritual)
➢ A balanced assessment makes use of both traditional and alternative assessment.
Principle 4: Validity
➢ The degree to which the assessment instrument measures what it intends to measure. It
is also refers to the usefulness of the instrument for a given purpose. It is the most
important criterion of good assessment instrument.
Principle 5: Reliability
➢ Refers to the consistency of scores obtained by the same person when retested using
the same or equivalent instrument.
Principle 6: Fairness
➢ A fair assessment provides all students with an equal opportunity to demonstrate
achievement.
Principle 7: Practicality and Efficiency
➢ When assessing learning, the information obtained should be worth the resources and
time required to obtain it.
Principle 8: Continuity
➢ Assessment takes place in all phases of instruction. It could be done before, during and
after instruction.

Principle 9: Authenticity

Principle 10: Communication

Principle 11: Positive Consequences

Principle 12: Ethics

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Principles in the K to 12 Classroom Assessment

P1: Assessment should be well-aligned with educational standards intended for learners.

P2: Formative assessment needs to scaffold students in the summative assessment.

What is Formative Assessment? - Again, It is a continuous and several assessment
done during the instructional process for the purpose of improving teaching or learning.
What makes formative assessment formative is that it is immediately used to make
adjustment to help students learn the lessons better.
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P3: Assessment should become

more like instruction.
➢ Unity of Instruction and
assessment

P4: Assessment results needs to be used by teachers to help students learn better.

P5: Assessment is not used to threaten and intimidate students.

P6: The teacher needs to engage in a PLC to engage in better assessment.

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P7: Assessment is technical competency.

Technical Competencies
➢ Utilizing assessment to make decisions about the instruction, learners, and the school
➢ Interpreting assessment information
➢ Identifying appropriate indicators of learning
➢ Communicating assessment information to stakeholders
➢ Recognizing unethical procedures in assessment

Assessment Options
1. Selected Response Assessment - This category includes all the objectively scored
paper and pencil tests formats.
2. Essay Assessment - In this case, the respondents is provided with an exercise that
calls for the preparation of an extended written answer.
3. Performance Assessment - In this case, the respondent actually carries out specified
activity under the watchful eye of the evaluator who observes performance and makes
judgment as the quality of achievement demonstrated.
4. Personal Communication Assessment - One of the most common ways teachers
gather information about day to day student achievement in the classroom is to talk to
them.

Test - Is a deliberately attempt to acquire information about themselves or others. It is usually

used to describe a systematic procedure for obtaining a sample of student behavior.
Functions:
1. They provide information that are useful for improvement of instructions
2. In making administrative decisions
3. For guidance purposes
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Basic concepts of Test:

1. A Test focuses on Particular Domain - A test domain can represent something as
simple as 4th mathematics or a more abstract construct such an "intelligence"
2. A Test a Sample of Behavior, Products, Answer, or Performance from the
Domain - A test is a sample of behavior, products, or performance from a larger
domain of interest.
3. A Test is made up of Items - Items sampled from a domain represent the basis
building blocks of a test.
Non-Test
1. Oral and written reports - Students research a topic and then present either orally or in
written form.
2. Teacher observation - The teacher observes students while they work to make certain
the students understand the assignment and are on task.
3. Journal - Students write daily on assigned or personal topics.
4. Portfolio of student's work - Teacher collects sample of student's work and saves for
determined amount of time.
5. Slated or hand signals - Students use slates or hand signals as a means of signaling
answer to the teacher
6. Games - Teachers utilize fun activities to have students practice and review concepts.
7. Projects - The students research a topic and present it in a creative way.
8. Debates - The students take opposing positions on a topic and defend their position.
9. Checklist - The teacher will make a list of objectives that students need to master and
then check off the skill as the student masters it.
10. Cartooning - Students will use drawing to depicts situation and ideas.
11. Models - The student produce a miniature replica of a given topic.
12. Notes - Students write a summary of a lesson
13. Daily assignments - The student completes work assigned on a daily basis to be
completed at school or home.
14. Panel - A group of students verbally present information.
15. Learning Centers - Students use teacher provided activities for hands-on learning.
16. Demonstrations - Students present a visual enactment of a particular skill or activity.
17. Problems solving - Student follow a step by step solution of a problem.
18. Discussions - Student in a group verbally interact on a given topic.
19. Organized note sheet and study guider - Students collect information to help pass a
test.
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Differentiated Instruction:
• Differentiated instruction is a systematic approach to planning curriculum and
instruction for academically diverse learners… with the goals of honoring each
student’s learning needs and maximizing each student’s learning capacity.

• In DI, a teacher proactively plans varied approaches to what students need to learn,
how they will learn it and how they will express what they have learned in order to
increase the likelihood that each student will learn as much as he can as efficiently
as possible.

• The goals of differentiation are:

1. Every student will make continuous progress no matter how old she is or what
levels her knowledge and skills are as she begins the unit.
2. Every student will become a lifelong learner.
Major Principles (O’Brien & Guiney, 2001):
1. Every child can learn and every teacher can learn.
2. All the children have the right to high quality education.
3. Progress for all will be expected, recognized, and rewarded.
4. Learners in a classroom have common needs, distinct needs, and individual
needs.
Three Components that Could be Differentiated (Tomlinson):
1. Content (Materials and Elements)
• Select a variety of books and resource materials for handling variety in reading
levels)
• Select specific areas of interest within the focus area
• Use Learning Contracts with students
• Group students according to readiness levels or interest levels
• Reteach to small groups who need support or explanations; exempt those who
have mastered the material
• Establish learning centers or stations
• Allow students to work alone or with peers

2. Process (How students gain understanding of main ideas and information)

• Use tiered activities (a series of related tasks of varying complexity)
• Use learning contracts based on readiness, interests, or learning profile of
student
• Use independent learning
• Use choice boards, flexible grouping, reading buddies, learning centers and
peer teaching
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3. Products (Ways students will demonstrate their knowledge or

understanding of a topic)
• Write a story or a poem
• Write a book report, play or perform a play
• Debate or investigate an issue
• Design a model or a game
• Create a mural or a song
• Compare or contrast
• Prepare a video or storyboard on the concept
• Conduct an investigatory project
Five Principles involved in DI:
1. Setting up a welcoming and safe classroom environment:
• Welcoming
• Respectful of differences
• Safe
• Growth-oriented
• Success-oriented
• Fair
• Collaborative

2. Ensuring that the curriculum being taught is of the highest quality:

• Engaging
• Challenging
• Standards-based
• Scaffolded
• Spiraled
• Authentic
• Accurate
• Varied
• Interesting
• Developmentally appropriate
• Important
• Connected to earlier learning
• Relevant to students’ lives
• Promotes inquiry and high-level thinking
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3. Committing to ongoing assessment for readiness, interest and learning

profile

Types of Differentiation What to Look For

Readiness • Attitude toward school, subject or topic
• School and/or general experience with
topic or aspect of topic
• Knowledge, understanding, and skill on
topic prerequisite or related topics
• Misunderstandings or misconceptions
about the topic or discipline
• Overgeneralizations about the topic or
discipline
• Sophisticated use of vocabulary of the
topic or discipline
• Evidence of skills of the discipline
• Insightful connections between the current
topic and other topics in the discipline or in
other disciplines
• General communication, thinking,
reasoning skills, etc.

Interest • Passions
• Hobbies
• Family interests or pursuits
• Organizational affiliations-after-school
clubs, extracurriculars
• TV viewing preferences
• Vacation destinations
• Music preferences
• Choice of friends
• Elective choices

Learning Profile • Learning styles: visual, auditory,

kinesthetic, whole-to-part versus part-to-
whole, concrete vs abstract, sequential vs
random, etc.
• Intelligence preferences: Sternberg-
creative, analytical, practical Gardner-
verbal-linguistic, logical-mathematical,
spatial, bodily-kinesthetic, musical-
rhythmic, interpersonal, intrapersonal,
naturalist, existential
• Environmental preferences: temperature,
light, availability, of food and drink,
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presence or absence of background noise

or music, etc.
• Gender or culture-related preferences:
competition vs collaboration, individuals vs
group emphasis
• Group Orientation: work alone or work with
others, focus on peers versus focus on
adult

4. Designing respectful differentiated activities

DOs
Give students different work that matches their readiness, interests and
learning profiles.
Provide choice to all students whenever possible---humans respond well to
choice.
Put yourself in the shoes of the students to whom you will assign varied
work, and try to design each task so that it is highly interesting, engaging,
and appropriately challenging.
Make sure all versions of the work lead to the same know, understand and
do goals. Be especially careful that all versions of the work require students
to work with the big ideas of the unit. All students should be expected to
work at the highest level possible.
Provide appropriate scaffolding for all students regardless of their readiness
level. In other words, if you are asking advanced students to stretch, they
will need support, just as struggling learners need support to work on tasks
that are a bit too difficult for them.
Provide all students with opportunities to help and support others. Be sure
that advanced students also get opportunities to stretch.
Engage in an ongoing dialogue with students about their perceived needs.
Use your best judgment, but supplement the information you have with
information that only the student (and/or his parents) can offer.
Remember that strong interest in a topic or a high degree of match between
teaching and learning style can propel a student who normally struggles to
a higher level of readiness. Conversely, lack of interest, match with
learning style, or prior experience can mean an advanced student belongs
in a lower readiness group for a specific learning experience.

5. Practicing flexible grouping

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• Self-selected vs assigned by teacher

• Alone, in pairs, small group or large group
• Heterogenous or homogenous

References:
Magno, C. (2015). K to 12 classroom assessment ppt. Podcast retrieved from
http://www.slideshare.net/crlmgn/k-to-12-classroom-assessment-ppt
DepEd ppt. (2015) Podcast retrieved from
https://drive.google.com/file/d/0B6qi5pte2A94aEw2dkE0aWh3VXM/view?usp=shari
ng
Gines, A. et. al. (2013). A Reviewer for the Licensure Examination for Teachers. PNU
Press: Manila Philippines