Assessment &

Evaluation of Learning
Module 8
 At the end of the module, the
students shall be able to apply
appropriate assessment and
evaluation tool to determine student
Objective learning.
Assessment Evaluation
• Gathering information to • Making judgments based on
increase students’ learning criteria and evidence.
and development
• What students know and
have learned
Assessment of Learning
• To find out what and how
well people are learning
what is taught, without any
intent to give a grade.
Evaluation of Learning
• Measuring the extent of
learning and assigning a
grade.
Classroom Assessment Techniques
(CATs)
In-class, anonymous, short, non-graded exercises that provide
feedback for both teacher and learner about the teaching/leaning
process.

Provide the teacher with quick and timely feedback about the
effectiveness and the state of student learning.
Advantages of CATs
• Gaining insight into student learning
while there is still time to make changes
• Demonstrating to learners that the
teacher really cares if they are
succeeding
• Building rapport with learners
• Spending only short amount of time to
gain valuable information
• Helping leaner to monitor their own
learning
• Gaining insight into own teaching
 • Often called Minute Paper
• Last 2 or 3 minutes of the class period
• 2 questions:
A. One- -What was the most important thing you
learned today?
minute paper -What important points remain unclear to
you?
• Help learners develop meta-cognitive
analysis and synthesis skills
 • Very simple and quick to use
• What was the muddiest point in today’s
class?
B. Muddiest • The teacher discovers which areas learners
point struggle with the most, and finds better
ways to deal with the content in the future
• Useful for introductory level and for totally
new content
 • Requires learners to put into their own
words about what they have just learned
C. Directed
• Provides valuable feedback into the learner’s
paraphrasing understanding and ability to translate
information
 • After you have taught an essential
information and before discussing how the
information can be applied to the real
D. worlds, the learners are asked to write on an
index card at least ONE POSSIBLE
Application APPLICATION of the content.
cards • Application of learners the theoretical
material they are being taught
• Learners see the relevance of what they are
learning
E. Background • Used before teaching a new content to
discover what the learners already know
knowledge about the topic
probe • It is, in a sense, an ungraded pre-test
 • Helps to expose mistaken ideas that may
F. Misconception/ hinder learning
preconception • Learners must be aware of these pre-
conceived notions and must be led to
check understand how those notions fit with the
truth.
G. Self- • Allow learners to express their possible lack
confidence of confidence in learning certain content or
skills
surveys
Evaluation of Learning
• Should test the achievement of course objectives logically and
systematically.
• Good exam planning includes some type of test blueprint or
table of specification.

• TEST BLUEPRINT
• chart that spells out the content and the level of
knowledge to be tested.
• contains the content or objectives, a taxonomy of levels of
learnings to be assigned to the objectives and the number
of questions or relative weight to be given to each area.
 • Easy to score and can be scored by a
A. Multiple computer
choice • Licensure and certification examinations
questions • It cannot test the highest level of knowing
and cannot test critical thinking abilities
 • Ability to identify the correctness of
B. True or statements of facts or principles
• Limited to testing the lowest levels of
false knowing, knowledge and comprehension
questions • Learner has 50/50 chance of guessing the
right answer.
 • Test knowledge, the lowest level of knowing
• Useful in determining if learners can recall
C. Matching the memorized relationships between two
type things such as dates and events, structures
and functions and terms and definitions
questions • Set up at two lists, with the premises usually
on the left and the response on the right
 • Time-consuming for both learners and teachers
• Highest level of knowing (analysis, synthesis and
evaluation)
• May come in short or full essay questions.
• SHORT ANSWER QUESTIONS:
D. Essay-type -sometimes termed as RESTRICTED RESPONSE ITEM

questions -places limitation on the type of response requested

• FULL ESSAY QUESTIONS:
-sometimes called as EXTENDED RESPONSE QUESTIONS
-permits test takers to select all pertinent information,
organize it as
desired and express it in a clear manner
Test item analysis
• Provides data about the worth of the items, specifically their level of
difficulty and ability to discriminate between test takers who know
the material and those who do not
• It can be done quickly with a computer and appropriate software
• In the absence of a software program, the educator can calculate
both item difficulty and item discrimination
References:
• Miller, M. A. (n.d.). Client education : theory and practice.
• https://teaching.cornell.edu/teaching-resources/assessment-
evaluation
• https://jspmjscoe.edu.in/home-assessment-evaluation
• Images and Vectors - Credit where credit is due