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MINDANAO STATE UNIVERSITY AT NAAWAN

COLLEGE OF EDUCATION AND SOCIAL SCIENCES
Department of Secondary and Elementary Education
9023 Poblacion Naawan, Misamis Oriental

Prepared by

EDEN ROSE N. MACALONG

Instructor

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.
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Course Overview

Assessment of Learning 1 is a course intended for all students enrolled in Bachelor of Secondary
Education and Bachelor of Elementary Education programs. This is a course that focuses on the principles,
development and utilization of conventional assessment tools to improve the teaching-learning process. It
emphasizes on the use of assessment of, as, and for, in measuring knowledge, comprehension and other
thinking skills in the cognitive, psychomotor or affective domains. It allows students to go through the
standard steps in test construction and development and the application in grading systems.

Course Guide
Course Details
Course Number : CPE 105
Course Name : Assessment of Learning 1
Number of Units : 3 units
Pre-requisite : CPE 100
Co-requisite : None

Course Outcomes
At the end of the course, students can:
1. show understanding of the basic concepts and principles of high quality assessment
2. match the different learning targets & their appropriate assessment methods
3. identify the role of assessment in making instructional decision
4. construct classroom assessment tools in measuring knowledge and thinking skills
5. derive information from test results
6. apply statistical procedures in standardizing test

Course Outline
CHAPTER 1: Basic Concepts: Educational Measurement, Assessment and Evaluation of
Learning
CHAPTER 2: Clarity of Learning Targets
Unit 1: Learning Objectives for cognitive, skills, competencies & abilities targets
Unit 2: Cognitive Domain and Bloom’s Taxonomy of Cognitive Objectives
Unit 3: Psychomotor Domain and Affective Domain
CHAPTER 3: Appropriateness of Assessment Methods
CHAPTER 4: Properties of Assessment Methods
Unit 1: Validity of test
Unit 2: Reliability of test
Unit 3: Fairness, practicality & efficiency, and ethics in assessment
CHAPTER 5: Planning a Test
CHAPTER 6: Types of Tests
CHAPTER 7: Item Analysis
Unit 1: Index of difficulty
Unit 2: Index of discrimination
Unit 3: Distracter Analysis
CHAPTER 8: Measures of Central Location
CHAPTER 9: Measures of Variability
CHAPTER 10: Grading System

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.
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Grading System:
Component Weight
Written Works 30%
Quizzes/E-Portfolio Outputs 30%
Major Exams 40%
100%

Passing Rate: 60%

DISCLAIMER AND FAIR USE STATEMENT

This module does not intend to infringe on any copyright claims and is
solely for academic purposes of MSU Naawan, its faculty and its
student.

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.
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Basic Concepts: Educational Measurement, Assessment

and Evaluation of Learning

EDUCATIONAL MEASUREMENT
The process of gathering information about learning. It is the process of quantifying the degree to which
someone or something possesses a given characteristic, quality or feature. The purpose of measurement is to
produce quantitative data, such as test scores, numerical rating on assigned projects, height, weight, visual acuity
and number of sit-ups completed in one minute. The numerical data generated in the measurement process are
typically used in the evaluation of something, for example students’ achievement.

Measurement
▪ refers to the process by which attributes or dimensions of some physical object are determined
Examples: determining the IQ; measure physical objects, series of objects, events or conditions
through the use of a standard instrument/device/scale
▪ collection of information on which a decision is based
▪ assignment of numbers to differentiate values of a variable
▪ collects information relative to some established rule or standard
▪ information obtain may or may not be useful, depending on the accuracy of the instruments used and the
skill of using the instrument.

Educational Measurement
▪ refers to the set of procedures and the principles for how to use the procedures in educational tests and
assessments
▪ it takes place when a “test” is given and a “score” is obtained.
o If the test collects quantitative data, the score is a number.
o If the test collects qualitative data, the score may be a phrase or word such as “excellent.”

Measurement Process Involves Four Steps

1. Define the characteristics that you want to measure.
2. Select the appropriate test. This may also mean to select the appropriate testing instrument.
3. Administer the test. If an instrument is involved in the testing, this also means to use the instrument
correctly.
4. Collect and record the measurement from the test.

Considerations When Taking Measurements

▪ Remember that you are measuring a characteristic of the person—you are not measuring the person
themselves; thus, make no judgments about the person.
▪ Make no comical remarks regarding the collected data.
▪ Have a high ethical standard when collecting the data.
▪ Be professional.

Types of Measurement
 Objective Measurement
◦ done through testing
◦ repeated measurements of the same quantity or quality of interest will produce more or less the
same outcome
◦ do not depend on the person or individual taking the measurement
◦ An objective measurement is one that cannot be interpreted differently because of numerical values.

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.
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 Subjective Measurement
◦ measurements are obtained through expert ratings
◦ aesthetic appeal of a product, science project of a student, performance in a drama/stage play
◦ often differs from one assessor to the next if the same quantity or quality is being measured
◦ A subjective measurement is one that can possibly be interpreted differently.

ASSESSMENT
The purposeful process in the classroom to collect data, both qualitative and quantitative. For teachers, the
purpose of assessment is usually to make decisions about students either as a group or individually. For example,
teachers diagnose difficulties, verify learning after instruction, identify prerequisite learning and determine where
to start in a learning sequence based on students already know. In the classroom, assessment considers student’s
performances on tasks in a variety of settings and contexts. Assessment also may be intrusive or not, in other words,
students may know that they are being assessed or it may be seamless with instruction, perhaps perceived by the
students as nothing more than a chance to practice what they have learned. Data collection in assessment is
accomplished in a variety of ways such as observation of behaviour, presentation of tasks for students to perform
mentally and to record their response in writing or examination of products produced by the students.

Assessment
▪ is a process by which information is obtained relative to some known objective of goal?
▪ the process of gathering information to monitor progress and make educational decisions if necessary.
▪ may include a test, but it also includes methods such as observations, interviews, behaviour monitoring,
etc.
▪ A test is a form of assessment, made under contrived circumstances so that they may be administered.
▪ All test are assessments, but not all assessments are tests.

Purpose of Assessment
▪ motivating and directing learning
▪ providing feedback to student on their performance
▪ providing feedback on instruction and/or the curriculum
▪ ensuring standards of progression are met

TYPES OF ASSESSMENT IN THE CLASSROOM

a) Formative assessments are on-going assessments, reviews, and observations in a classroom. Teachers use
formative assessment to improve instruction- al methods and student’s feedback throughout the teaching
and learning process. For example, if a teacher observes that some students do not grasp a concept, she or
he can design a review activity or use a different instructional strategy. Likewise, students can monitor their
progress with periodic quizzes and performance tasks.
b) Summative assessments are typically used to evaluate the effectiveness of instructional programs and
services at the end of an academic year or at a pre-determined time. The goal of summative assessments
is to make a judgment of student competency, after an instructional phase is complete.

Functions of Assessment
▪ Measures Student’s Achievements
▪ Evaluates Instruction and Teaching Strategies
▪ Assesses Lessons to be Re-taught
▪ Evaluates School’s Programs
▪ Motivates Learning
▪ Predicts Success or Failure
▪ Diagnoses the Nature of Difficulties
▪ Evaluates Teachers’ Performance
▪ Evaluates School’s Facilities and Resources
▪ Evaluates School Managers Performance

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.
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TEST
A question or a task or a series of such, designed to elicit some predetermined behaviour from the person being
tested. The terms assessment and test are usually used interchangeably by many people. However, the word test
implies a paper-and – pencil instrument, administered under pre-specified conditions that are consistent across
students. Its traditional usage by teachers has implied a written series of tasks to which students responded in
writing (for example essay or short-answer items) or marked their response choices with a pen or pencil (for
example true-false, multiple choice, or matching items) (Gallagher, 1998).
▪ An instrument or activity used to accumulate data on a person’s ability to perform a specified task. In
kinesiology the content of these tests are usually either cognitive, skill, or fitness.
▪ Test are administered to measure individual differences on a specific trait (behaviour).
▪ Tests are only tools
▪ Tools can be appropriately used or intentionally abused
▪ Tools can be well designed or poorly designed
▪ Tools in the hands of ill-trained or inexperienced users can be dangerous

Kinds of Tests
Intelligence Test - this test measures the intelligence quotient of an individual. Its function is to establish the ability to
think abstractly or to organize parts of a situation into a coherent whole.
Personality Test - this test measures the ways in which the individual’s interest with other individuals or in terms of the
roles an individual has assigned to himself and how he adapts in the society.
Aptitude Test - is a predictive measure of a person’s likelihood of benefit from instruction or experience in a given field
such as arts, music, clerical work, mechanical tasks or academic studies.
Prognostic Test - forecasts how well a person may do in a certain school subject or work.
Performance Test - is a measure which often makes use of accomplishing the learning task involving minimum
accomplishment or none at all.
Diagnostic Test - identifies the weaknesses of an individual’s achievement in any field which serves as basis for
remediation
Achievement Test - measures how much the students attain the learning tasks
Preference Test - is a measure of vocational or academic interest of an individual
Scale Test - is a series of items arranged in the order of difficulty
Speed Test - measures the speed and accuracy of the examinee within the time imposed
Power Test - is made up of series of items arranged from easiest to the most difficult
Standardized Test - provides exact procedures in controlling the method of administration and scoring with norms and
data concerning the reliability and validity of the test
Teacher-made Test - this test is prepared by classroom teachers based on the contents stated in the syllabi and the
lessons taken by the students
Placement Test - is about the placement tests that colleges and universities use to assess college readiness and place
students into their initial classes, providing individual instructors a prediction of each student’s likely academic
success, sorting students into homogeneous skill groups within the same course level and introducing students
to course material.

Use of Tests
- Motivation - Prescription - Diagnosis
- Achievement - Grading - Improvement
- Classification - Prediction

Administrative Concerns in Test Selection

- Relevance - Education value - Safety
- Economic value - Time
- Norms - Bias

EVALUATION
The process of making decisions on the basis of measurements. For example, a school district may evaluate
alternative approaches to teaching reading to determine which one work best with the students in serves. Teachers
evaluate how well or to what extent their students are achieving instructional outcomes. Teachers also evaluate

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.
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students at the end of the year to determine whether they are suitably prepared for the work expected at the next
grade level. Good evaluation requires data gathering for informed decision making.

Evaluation
▪ inherent idea of evaluation is "value"
▪ engage some process that is designed to provide information that will help make a judgment about a
given situation (such ideas as objectives, goals, standards, procedures, etc.)
▪ the process will yield information regarding the worthiness, appropriateness, goodness, validity, legality,
etc. of something for which a reliable measurement or assessment has been made.
▪ refers to procedures used to determine whether the student meets a preset criteria, such as qualifying for
special education services. This uses assessment to make a determination of qualification in accordance
with a predetermined criteria.
▪ The process of making judgments about the results of measurement in terms of the purpose of the
measurement.
▪ The process of obtaining information (data) and using it to form judgments, which in turn are used in
decision making.

Steps Involved in Making an Evaluation

▪ Define the objective or the purpose of the test.
▪ Measure the performance or administer the test.
▪ Find or develop a standard.
▪ Compare a person’s performance on the test to a standard.
▪ Make the evaluation then discuss and distribute the results in the most appropriate manner.

Dimensions of Difference Between Assessment and Evaluation

Timing Formative: Ongoing to Improve Summative: Final to Gauge Quality

Focus of Measurement
Relationship Between
Administrator & Recipient
Learning
Process-Oriented: How Learning Is Product-Oriented:
Going What’s Been Learned
Reflective: Internally Defined Criteria/ Prescriptive:
Goals Externally Imposed Standards

Findings, Uses Thereof Diagnostic: Identify Areas for Judgmental: Arrive at an Overall Gr
Improvement ade/Score

Ongoing Modifiability of Flexible: Adjust As Problems Are Fixed: To Reward Success, Punish
Criteria, Measures Thereof Clarified Failure

Standards of Absolute: Strive for Ideal Outcomes Comparative: Divide Better from
Measurement Worse

Relation Between Cooperative: Learn from Each Other Competitive: Beat Each Other Out
Different Objects of A/E

Types of Evaluation
• Formative Evaluation
o The purpose of formative evaluation is to validate or ensure that the goals of the instruction are
being achieved and to improve the instruction, if necessary, by means of identification and
subsequent remediation of problematic aspects.
• Summative Evaluation
o Summative evaluation provides information on the product's efficacy (its ability to do what it was
designed to do). For example, did the learners learn what they were supposed to learn after using
the instructional module. In a sense, it lets the learner know "how they did," but more

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.
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importantly, by looking at how the learner's did, it helps you know whether the product teaches
what it is supposed to teach.

Learning Objectives
A learning objective (target) specifies what you would like students to achieve at the completion
of an instructional segment.

Importance of specifying objectives

▪ Learning targets help direct the instructional process.
Instruction is the process that you use to provide students with the conditions that help them
achieve the learning targets.
▪ They communicate the intent of instruction to all stakeholders.
▪ They help teachers to construct learning activities.
▪ They help lecturers to evaluate the success of their instruction.
▪ They motivate students.
▪ Help lecturers to select assessment procedures.

Educational Objectives
 are the goals that the subject or course expects to achieve or accomplish
 defines the general terms of knowledge, skills and attitude that the teacher will help the student to attain
 The objectives are stated from the point of view of the teacher.

Learning Outcomes
 provides detailed guide on the teaching and assessment process
 are stated as concrete active verbs such as to demonstrate, to differentiate, to construct, etc.
 Includes the desired skill or competencies the student must achieve

Educational Objectives by Benjamin Bloom

 Cognitive (knowledge) – refers to mental skills
◦ remembering, understanding, applying, analyzing, evaluating, synthesizing or creating (RBT)
 Psychomotor – refers to manual or physical skills from simplest to the complex
◦ observing, imitating, practicing, adapting, innovating
 Affective (attitude) – refers to growth in feelings or emotions from simplest to the complex
◦ receiving, responding, valuing, organizing, internalizing

Outcomes of Education
 Focus: classroom instruction on the skill and competencies that students must demonstrate when they
graduate.

Types of Outcomes
 Immediate Outcomes
◦ are competencies or skills acquired upon completion of a subject, a grade level, a segment of a
program, or of the program itself. Examples: ability to produce literary works, do research,
mathematical problem-solving skill
 Deferred Outcomes
◦ the ability to apply cognitive, psychomotor, and affective skills or competencies in various
situations many years after completion of a subject; grade level or degree program. Example:
promotion in a job

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.
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Example for Educational Objectives and Learning Outcomes

Educational Objectives Learning Outcomes

To develop and improve his computational skills in
elementary Mathematics.
To equip himself with techniques and methods in
teaching some topics in elementary Mathematics.
To realize the importance of visual aids in the
teaching of elementary Mathematics.
➢The student can perform operations involving real
numbers.
➢The students can illustrate the concept of fractions
and decimals using models.
➢The student can demonstrate teaching techniques in
his assigned topic.
➢The student can produce or present appropriate
visual aids during his demonstration teaching.

DISCLAIMER AND FAIR USE STATEMENT: This module does not intend to infringe on any copyright
claims and is solely for academic purposes of MSU Naawan, its faculty and its student.