SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

Poblacion, Sindangan, Zamboanga del Norte

College of Arts, Social Sciences and Education
First Semester, S. Y. 2020 – 2021

ASSESSMENT OF LEARNING 1
PR-AL 1

MODULE NO. 1 : BASIC CONCEPTS IN ASSESSMENT

LEARNING OUTCOMES
At the end of this module, the students should be able to:
1. Define the terms: assessment, evaluation, measurement, test, testing, formative assessment,
placement assessment, diagnostic assessment, summative assessment, traditional assessment,
portfolio assessment, performance assessment;
2. Discriminate the different purposes of assessment;
3. Differentiate the different types of assessment;
4. Identify and discuss the general principles of assessment;
5. Discuss the different guidelines for effective student assessment; and
6. Differentiate norm-referenced interpretation from criterion-referenced interpretation.

INTRODUCTION

Assessment of Learning focuses on the development and utilization of assessment tools to

improve the teaching-learning process. It emphasizes on the use of testing for measuring knowledge,
comprehension and other thinking skills. As part of the overall evaluation process, we need specifically
to find out if the learners are actually learning (changing their behaviour) as a result of the teaching.
This will show us whether the teaching has been effective, which is ultimately the most important issue.
Assessment is a means of finding out what learning is taking place. As well as specific knowledge and
skills, we might also like to measure other changes on behaviour related to ‘personality’, social skills,
interests, learning styles, among others.

There is a lot of debate about how to assess learning, and especially about how to evaluate
performance. Our objectives give us guidance on what to assess, because they are written in terms of
what the learners should be able to do. Based on these objectives, it is very useful to identify all the
activities and skills which the learners will carry out, the conditions under which they will perform these
tasks and activities, the possible results which might be obtained, and the standards by which their
performance will be measured.

The assessment itself can be done in different ways:

1. Ask the learner to recall facts or principles
Example: What is ‘x’?

2. Ask the learner to apply given or recalled facts or principles

Example: How does x solve this problem?

3. Ask the learner to select and apply facts and principles to solve a given problem
Example: What do you know that will help you solve this problem?

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 4. Ask the learner to formulate and solve his or her own problem by selecting, generating and
applying facts and principles
Example: What do I see as the problem here and how can I reach a satisfying
solution?
5. Ask the learner to perform tasks that show mastery of the learning outcomes.

Once again, we need to stress the importance of participation, and this is especially important in
assessment and evaluation. Learners should be actively involved in both the development of
learning objectives, and as much as possible in their own assessment. In many education systems,
assessment is used as a toll for ‘sorting’ students for selection purposes (progression to a higher
level of education, higher rewards, among others). Assessment where students are compared with
each other is known as norm-referencing. It is much better if learners are aware of what they need
their own progress. Of course, teachers and trainers should advise the leaners, and guide them in
order to help them learn; this is the key role of the teacher. Assessment of learners in relation to a
particular target or level of performance is called criterion-referencing.

DIFFERENT TERMINOLOGIES: ASSESSMENT, TESTING MEASUREMENT

Assessment, measurement and evaluation mean different things. These terms are sometimes
used interchangeably in the field of education. In this section, we shall point out the fundamental
differences of the terms assessment, testing, measurement and evaluation.

The term Assessment refers to the different components and activities of different schools. An
assessment can be used to student learning and in comparing student learning with the learning goals of
an academic program. Assessment is defined as act or process of collecting and interpreting information
about student learning. Another source expands this statement by adding that it is a systematic process
of gathering, interpreting, and using this information about student learning. It is a very powerful tool
for educational improvement. It emphasizes on individual student or groups of individuals and on the
academic program of a certain educational institution. There are different purposes of assessment such
as: to provide feedback to students and to serve as diagnostic tool for instruction. For this purpose
assessment usually answers the questions, “Was the instruction effective?” and “Did the students
achieve the intended learning outcomes or competencies?”

Assessment is a general term that includes different ways that the teachers used to gather
information in the classroom. Information that helps teachers understand their students, information that
is used to plan and monitor their classroom instruction , information that is used to a worthwhile
classroom culture and information that is used for testing and grading. The most common form of
assessment is giving a test. Since test is a form of assessment, hence, it also answers the question, “how
does individual student perform?” Test is formal and systematic instrument, usually paper and pencil
procedure designed to assess the quality, ability, skill or knowledge of the students by giving a set of
question in uniform manner. A test is one of the many types of assessment procedure used to gather
information about the performance or achievement of the learners. Testing also refers to the
administration, scoring, and interpretation of the procedures designed to get information about the
extent of the performance of the students. Oral questionings, observations, projects, performances and
portfolios are the other assessment processes that will be discussed later in detail.

Measurement is a process of quantifying or assigning number to the individual’s intelligence,

personality, attitudes and values, and achievement of the students. In other words, express the
assessment data in terms of numerical values and answer the question “how much?” Common example
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of measurement is when a teacher gives scores to the test of the students such as Renzel got 23 correct
answers out of 25 items in Mathematics test; Princess Mae got 95% in her English first grading
periodical test; Ronnick’s score 88% in his laboratory test in Biology. In the examples, numerical values
are used to represent the performance of the students in different subjects.

After collecting the assessment data, the teacher will use this to make decisions or judgment
about the performance of the students in a certain instruction.

Evaluation refers to the process of judging quality of what is good and is desirable. It is the
comparison of data to a set of standard or learning criteria for the purpose of judging the worth or
quality. Example, in judging the quality of an essay written by the students about their opinion
regarding the first state of the nation address collected and synthesized because it is only in this time
where teacher is in the position to make judgment about the performance of the students. Teachers
evaluate how well or to what extent the students attained the instructional outcomes.

TYPES OF ASSESSMENT PROCEDURES

Classroom assessment procedures can be classified according to the nature of assessment,

format of assessment, use in the classroom instruction and methods of interpreting the results (Gronlund
and Linn, 2000).

Nature of Assessment

1. Maximum Performance
It is used to determine what individual can do when performing at their best. Example of
instruments using maximum performance are aptitude tests and achievement tests.

2. Typical Performance
It is used to determine what individuals will do under natural conditions. Examples of
instruments using typical performance are attitude, interest, and personality inventories.,
observational techniques and peer appraisal.

Format of Assessment

1. Fixed-choice test
An assessment used to measure knowledge and skill effectively and efficiently. Standard
multiple-choice test is an example of instrument used in fixed-choice test.

2. Complex-performance Assessment
An assessment procedure used to measure the performance of the learner in contexts and
on problems valued in their own right. Examples of instruments used in complex-performance
assessments are hands-on laboratory experiment, projects, essays, oral presentation.

Role of Assessment in Classroom Instruction

“Teaching and Learning are reciprocal process that depend on and affect one another
(Swearingen 2002 and Kellough, 1999).”The assessment component of the instructional processes deals
with the learning progress of the students and the teacher’s effectiveness in impacting knowledge to the
students.

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 Assessment enhances learning in the instructional processes if the result provides feedbacks to
both students and teachers. The information obtained from the assessment is used to evaluate the
teaching methodologies and strategies of the teacher. It is also used to make teaching decisions. The
result of assessment is used to diagnose the learning problems of the students.

When planning assessment, it should start when teacher plans his instruction. That is, when
writing learning outcomes up to the time when the teacher assesses the extent of achieving learning
outcomes. Teachers made decisions from the beginning of instruction up to the end of instruction. There
are four roles of assessment used in the instructional process. The first is placement assessment or pre-
assessment, a type of assessment given at the beginning of instruction. The second and third type of
assessment, are formative assessment and diagnostic assessment given during instruction and the last is
the summative assessment given at the end of instruction.

1. Beginning of Instruction

Placement Assessment according to Gronlund, Linn and Miller (2009) is concerned

with the entry performance and typically focuses on the questions:
Does the learner possess the knowledge and skills needed to begin the planned
instruction? To what extent has the learner already developed the understanding and skills that
are the goals of planned objectives? To what extent do the student’s interest, work habits, and
personality indicate that one mode of instruction might be better than another? The purpose of
placement assessment is to determine the prerequisite skills, degree of mastery of the course
objectives and the best mode of learning.

2. During Instruction

During the instructional process the main concern of a classroom teacher is to monitor the
learning progress of the students. Teacher should assess whether students achieved the intended
learning outcomes set for a particular lesson. If the students achieve the planned learning
outcomes, the teacher should provide a feedback to reinforce learning. Based on recent
researches, it shows that providing feedback to students is the most significant strategy to move
students forward in their learning. Garnison and Ehringhaus (2007), stressed in their paper
“Formative and Summative Assessment in the Classroom,” that feedback provides students with
an understanding of what they are doing well, links to classroom, and gives specific input on
how to reach the next step in learning progression. If it is not achieved, the teacher will give a
group or individual remediation. During this process we shall consider formative assessment and
diagnostic assessment.

Formative Assessment is a type of assessment used to monitor the learning progress of

the students during instruction. The purposes of formative assessment are the following: to
provide immediate feedback to both student and teacher regarding the success and failures of
learning; to identify the learning errors that are in need of correction; to provide teachers with
information on how to modify instruction; and also to improve learning and instruction.

Diagnostic Assessment is a type of assessment given at the beginning of instruction or

during instruction. It aims to identify the strengths and weaknesses of the students regarding the
topics to be discussed. The purposes of diagnostic assessment are to determine the level of
competence of the students; to identify the students who already have knowledge about the
lesson; to determine the causes of learning problems that cannot be revealed by formative
assessment; and to formulate a plan for remedial action.

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 3. End of Instruction

Summative Assessment is a type of assessment usually given at the end of a course or unit. The
purpose of summative assessment are to determine the extent to which the instructional
objectives have been met; to certify student mastery of the intended learning outcomes as well as
use it for assigning grades; to provide information for judging appropriateness of the
instructional objectives; and to determine the effectiveness of instruction.

Method of Interpreting the Results

1. Norm-referenced Interpretation

It is used to describe student performance according to relative position in some known group.
In this method of interpretation, it is assumed that the level of performance of students will not
vary much from one class to another class. Example: ranks 5th in a classroom group of 40.

2. Criterion-referenced Interpretation

It is used to describe student performance according to a specified domain of clearly

defined learning tasks. This method of interpretation is used when the teacher wants to
determine how well the students have learned specific knowledge or skills in a certain course or
subject matter. Examples: divide three-digit whole numbers correctly and accurately; multiply
binomial terms correctly.

There are ways of describing classroom tests and other assessment procedures. This table
is a summary of the different types of assessment procedures that was adapted and modified
from Gronlund, Linn, and Miller (2009).

Classification Type of Assessment Function of Example of

Assessment Instruments
It is used to determine Aptitude tests,
Maximum what individuals can achievement tests
Performance do when performing
at their best.
It used to determine Attitude, interest and
Nature of assessment what individuals will personality
do under naturalinventories;
Typical Performance conditions. observational
techniques; peer
appraisal
An assessment used to Standard multiple-
Fixed-choice test measure knowledge choice test
and skills effectively
and efficiently.
An assessment Hands-on laboratory
Form of assessment procedure used to experiment, projects,
Complex- measure the essays, oral
performance performance of the presentation
assessment learner in context and
on problems valued in
their own right.
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 An assessment Readiness tests,
procedure used to aptitude tests, pretests
determine the on course objectives,
Placement learner’s prerequisite self-report
skills, degree of inventories,
mastery of the course observational
goals, and/or best techniques
modes of learning.
An assessment Teacher-made tests,
procedure used to custom-made tests
determine the from textbook
Formative learner’s learning publishers,
progress, provides observational
feedback to reinforce techniques
learning, and corrects
learning errors.
Use in classroom An assessment Published diagnostic
instruction procedure used to tests, teacher-made
determine the causes diagnostic tests,
of learner’s persistent observational
Diagnostic learning difficulties techniques
such as intellectual,
physical, emotional,
and environmental
difficulties
An assessment Teacher-made survey
procedure used to test, performance
determine the end-of- rating scales, product
Summative course achievement scales
for assigning grades
or certifying mastery
of objectives
It is used to describe Teacher-made tests,
student performance custom-made tests
according to a from textbook
specified domain of publishers,
Criterion-referenced clearly defined observational
learning tasks. techniques
Example: multiplies
Methods of three-digit to whole
interpreting results numbers correctly and
accurately
It is used to describe Standardized aptitude
student’s performance and achievement
according to relative tests, teacher-made
Norm-referenced position in some survey tests, teacher-
known group. made survey tests,
Example: ranks 5th in interests inventories,
a classroom group of adjustment
40 inventories

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OTHER TYPES OF TEST

Other types of descriptive terms used to describe tests in contrasting types such as the
non-standardized versus standardized tests; objective versus subjective tests; supply versus
fixed-response tests; individual versus group tests; mastery versus survey tests; speed versus
power tests.

Non-standardized Test versus Standard Test

1. Non-standardized test is a type of test developed by the classroom teachers.

2. Standardized test is a type of test developed by test specialists. It is administered, scored

and interpreted using a certain standard condition.

Objective Test versus Subjective Test

1. Objective test is a type of test in which two or more evaluators give and examinee the same
score.

2. Subjective test is a type of test in which the scores are influenced by the judgement of the
evaluators, meaning there is no one correct answer.

Supply Test versus Fixed-response Test

1. Supply test is a type of test requires the examines to supply an answer, such as an essay test
item or completion or short answer test item.

2. Fixed-response test is a type of test that requires the examinees to select an answer from a
given option such as multiple-choice test, matching type of test, or true/false test.

Individual Test versus Group Test

1. Individual test is a type of test administered to student on a one-on-one basis using oral
questioning.

2. Group test is a type test administered to a group of individuals or group of students.

Mastery Test versus Group Test

1. Mastery test is a type of achievement test that measures the degree of mastery of a limited
set of learning outcomes using criterion-reference to interpret the result.

2. Survey test is a type of test that measures students’ general achievement over a broad range
of learning outcomes using norm-reference to interpret the result.

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 Speed Test versus Power Test

1. Speed test is designed to measure number of items an individual can complete over a certain
period of time.

2. Power test is designed to measure the level of performance rather than the speed of the
response. It contains test items that are arranged according to increasing degree of difficulty.

MODES OF ASSESSMENT

There are different types of modes of assessment used by a classroom teacher to assess the
learning progress of the students. These are traditional assessment, alternative assessment, performance-
based assessment, and portfolio assessment.

Traditional Assessment

It is a type assessment in which the students choose their answer from a given list of choices.
Examples of this type of assessment are multiple-choice test, standard true/false test, matching type test,
and fill-in-the-blank test. In traditional assessment, students are expected to recognize that there is only
one correct or best answer for the question asked.

Alternative Assessment

An assessment in which students create an original response to answer a certain question.

Students respond to a question using their own ideas, in their own words. Example of alternative
assessment are short-answer questions, essays, oral presentations, exhibitions, demonstrations,
performance assessment, and portfolios. Other activities included in this type are teacher observation
and student self-assessment.

Components of Alternative Assessment

a. Assessment is based on authentic tasks that demonstrate students’ ability to accomplish

communication goals.
b. The teacher and students focus on communication, not on right and wrong answers.
c. Students help the teacher to set the criteria for successful completion of communications tasks.
d. Students have opportunities to assess themselves.

Performance-based Assessment

Performance assessment (Mueller, 2010) is an assessment in which students are asked to

perform real-word tasks that demonstrate meaningful application of essential knowledge and skills.

It is a direct measure of student performance because the tasks are designed to incorporate
context, problems and solution strategies that students would use in real life. It focuses on processes and
rationales. There is no single correct answer; instead students are led to craft polished, thorough and
justifiable responses, performances and products. It also involved long-range projects, exhibits, and
performances that are linked to the curriculum. In this kind of assessment, the teacher is an important
collaborator in creating tasks, as well as in developing guidelines for scoring and interpretation.

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Portfolio Assessment

Portfolio assessment is the systematic, longitudinal collection of student work created in

response to specific, known instructional objectives and evaluated in relation to the same (Ferenz, K.,
2001).

Portfolio is a purposeful collection of student work created in response to specific, known

instructional objectives and evaluated in relation to the same criteria (Ferenz, K., 2001)

GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT

Improvement of student learning is the main purpose of classroom assessment. This can be done if
assessment is integrated with good instruction and is guided by certain principles. Gronlund (1998)
provided the general guidelines for using student assessment effectively.

1. Effective assessment requires a clear concept of all intended learning outcomes.

2. Effective assessment requires that a variety of assessments procedures should be used.
3. Effective assessment requires that the instructional relevance of the procedure should be
considered.
4. Effective assessment requires an adequate sample of student performance
5. Effective assessment requires that the procedures must be fair to everyone.
6. Effective assessment requires specifications of criteria for judging successful performance.
7. Effective assessment must be supported by comprehensive grading and reporting system.

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 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
Poblacion, Sindangan, Zamboanga del Norte
College of Arts, Social Sciences and Education
First Semester, SY 2020-2021

ASSESSMENT OF LEARNING 1
MODULE NO. 1: Basic Concepts in Assessment

NAME:____________________________ SCORE:________________
COURSE-BLOCK:__________________ DATE:_________________

LEARNING EXCERCISES

A. Clarifying Understanding

1. Define the following terms below. You can also search in the internet for further information
and examples.

Assessment

Evaluation

Measurement

Test

Testing

Formative Assessment

Placement Assessment

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 Diagnostic Assessment

Summative Assessment

Traditional Assessment

Portfolio Assessment

Performance Assessment

B. Processing Questions

1. Differentiate between assessment, testing, measurement, and evaluation.

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 2. Discuss the different purposes of assessment.

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3. What are the different roles of assessment in the instructional decisions?

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 4. How dies diagnostic assessment differ from placement assessment?

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5. Identify some characteristics that differentiate norm-referenced interpretation from criterion-

referenced interpretation.

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 6. When should you give an assessment? Explain your answer.

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C. Lifelong Learning
1. What makes an effective assessment?

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 2. What are the different issues related to the assessment of student’s learning? Give examples.

FRETZELL A. ACTUB
Instructor

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