Assessment

as an
Integral Part
of Teaching
“ I E NJ OY TE ACH I NG , BU T A SSE SSI NG
A ND CO R R ECTING PA P ER S R E DU CE
M Y LOV E F O R TE ACH I NG ”
Learning Outcomes
differentiate among diagnostic, formative, and summative
assessment;

cite ways to do traditional and authentic assessment;

distinguish between traditional and authentic assessment,

norm-referenced and criterion-referenced assessment,
contextualized and decontextualized assessment;
Learning Outcomes
explain marks of quality assessment, and;

discuss current trends in assessment.

Introduction

Have you thought of not having a test in order for

you to pass a subject?

Have you thought that you only had a choice, you

would not subject yourself to the assessment process?
Assessment in the Context of Teaching-
Learning

• Diagnostic assessment
• Formative assessment
• Summative assessment
Diagnostic Assessment

• This is a for of pre-assessment that allows a teacher

to determine individual student’s prior knowledge
including misconceptions before instruction.
Formative Assessment

• It takes place during instruction to provide the

teacher with information regarding how well the
learning objectives of a given learning activity are
being met.
Formative Assessment

• It is referred to as assessment FOR learning

because it is meant to ensure that learning takes
place.
Formative Assessment

How do teachers do formative assessment?

Summative Assessment

• This is used to evaluate student learning at the end

of a defined instructional period.
Summative Assessment

• It is assessment of learning typically at the end of a

project, unit, course, semester, program, or school
year, after diagnostic assessment, teaching and
formative assessment are done.
Summative Assessment

• Summative assessment are done through paper-

and-pencil tests and non-paper-and-pencil-tests.
Traditional Assessment
vs
Authentic Assessment
Traditional Assessment

• Traditional assessment includes the paper-and-

pencil tests. Paper-and-pencil tests are either the
selected-response type or constructed-response.
This was focus of Assessment in Learning 1.
 Traditional Assessment
Selected-
Constructed-
response
response Type
Type

Paper-and-
pencil test
(Traditional
Assessment)
Traditional Assessment Selected- Constructed-
response Type response Type

Alternate
response (T-F, Short Answer
Yes-No, ✓-X)

Multiple
Essay
Choice

Problem
Matching Type
Solving
Authentic Assessment

• The term authentic was coined by Grant Wiggins

(1993) a leading proponent of reform in testing.
Assessment is termed authentic because students’
knowledge and skills are assessed in a context that
approximates the real world or real life as closely as
possible.
Authentic Assessment

• Authentic assessment can be in the form of

students’ performance to display skills learned,
mastery of a process or procedures or in the form of
a product or concrete output.
Norm-referenced Assessment
vs
Criterion-referenced
Assessment
Criterion-referenced assessment

• In criterion-referenced assessment, we compare a

student’s performance against a criterion of success
which is the predetermined standard.
Norm-referenced assessment

• In norm-referenced assessment, we compare a

student’s performance with the performance of
other students, the norm group, not against a
predetermined standard.
 Contextualized and
Decontextualized Assessment
Contextualized assessment

• In contextualized assessment, the focus is on the

students’ construction of functioning knowledge.
Decontextualized assessment

• On the other hand, decontextualized assessment

includes written exams which are suitable for
assessing declarative knowledge, and do not
necessarily have a direct connection to a real-life
context (Biggs, 2011).
Contextualized & Decontextualized assessment

• In practice, Biggs and Tang claim (2011)

decontextualized assessment has been
overemphasized compared to the place declarative
knowledge has in the curriculum.
Contextualized & Decontextualized assessment

Establishing High Quality

• In practice, Biggs and Tang claim (2011)
decontextualized assessment has been
Assessments
overemphasized compared to the place declarative
knowledge has in the curriculum.
Establishing High Quality Assessments

1. Quality assessments are in accordance with

contemporary view of active learning and motivation.
This means that learners discover and construct
meaning; set, plan, and work to realize their goals;
associate and link new information with existing
knowledge in meaningful ways (Santrock, 2009).
Establishing High Quality Assessments

1. Assessment of high quality is valid. Assessment is

valid if it measures what it is supposed to measure,
i,e., how well the learning outcomes have been
attained.
Establishing High Quality Assessments
1. Assessment is high quality is reliable. Assessment is
reliable when the test produces consistent scores. If
you give a test-retest in Math and find out that those
who got high scores in the first take also got high scores
in the second take of the same test and those who got
low scores in the first take also get low in the re-test of
the same test, then the assessment in reliable.
Establishing High Quality Assessments

1. Assessment of high quality is fair. It is fair if it

assesses what it is supposed to be assessed as stated in
Current Trends in Assessment
the learning outcome which is expected to have been
taught.
Current Trends in Assessment

1. Using at least some performance-based

assessment. This means that the use of objective tests
such as alternate response, multiple choice, and
matching type is no longer adequate.
Current Trends in Assessment

2. Examining higher-level cognitive skills and

emphasizing integrated than isolated skills – These
higher-level cognitive skills include problem-solving,
critical thinking, decision-making, drawing of
inferences, strategic thinking.
Current Trends in Assessment

3. Using multiple assessment methods – To assess

students a current trend is to use multiple methods –
from multiple choice test to essay, an interview, a
project, a portfolio to self-evaluation.
Current Trends in Assessment

4. Having high performance standards including

world-class standards for interpreting assessment
results – Let us set standards high. Research says,
“one’s level of performance is lower than one’s level of
aspiration.” It is therefore sound to challenge students
to meet high performance standards.
Current Trends in Assessment

5. Involving students in all aspects of assessment – It

works if the students are involved from the setting of
expected targets to be demonstrated after instruction
to checking on their progress in the course of the
teaching-learning process and to finally determine the
extent to which they realized expected targets.
Current Trends in Assessment

6. Making standards and criteria public rather than

private and secretive – The evaluate criteria (such as
rubrics) are presented and explained at the beginning.
Current Trends in Assessment

7. Using computers as part of assessment – With

computers, a bank of questions can be created which
makes it possible for each student to be presented with
different questions but are of equivalent standard.
Reference:

Corpuz, B., et. al. (2021). Assessment in Learning 2:

Authentic Assessment. Lorimar Publishing Inc.