PROFED
properties, including but limited to, validity and
Assessment
Assessment - Latin word ‘assidere’ which means
”to sit beside another”.
- It is generally defined as the process of
gathering
Principles of Assessment
-Assessment should have a clear purpose.
- Assessment starts with a clear purpose.
- The methods used in collecting information
should be based on this purpose.
Assessment is not an end itself.
-Assessment serves as means to enhance
student learning.
Assessment is ongoing, continuous, and a
formative process
- It consists of series of tasks and activities
conducted over time.
Assessment is learner- centered.
- It is not about what the teacher does but what
the learner can do.
Assessment both process- & product- oriented
- Assessment gives equal importance to learner
performance or product and the process they
engage in to perform or produce a product.
Assessment is comprehensive & holistic.
- It should be performed using a variety of
strategies & tools. Designed to assess student
learning in a holistic way.
Assessment requires the use of appropriate
measures.
- For assessment to be valid, the assessment
tools or
measures used must have sound psychometric
reliability.
Assessment should be as authentic as possible.
- Assessment tasks should be closely, if not fully,
approximate real – life situations or
experiences.
Types of assessment
Formative Assessment
- activities that provide info to the teacher and
learners ( during and before)
Summative Assessment
- aims to determine learners mastery
Diagnostic Assessment
- aims to detect the learning problems or
difficulties ( after)
Placement Assessment
- doing the beginning of the school year.
Traditional Assessment
- use conventional strategies or tools to provide
info about the learning
Authentic Assessment
- use strategies or tools that allow learners to
cerate or form product that are meaningful to
them.
Recent trends
BEA- Bureau of Education Assessment
EXIT- (Exit Assessment) standardize set of
examinations taken by learners in Years 6, 10
and 12.
ELLNA- (Early Language Literacy and Numeracy
Assessment) assesses early language literacy
and numeracy in 19
languages and is administered to Grade 4 Purpose- (educational assessment, educational
learners assessment)

NAT- (National Achievement Test) assesses 21st
century skills (problem solving, information
literacy, critical thinking) through the lens of
learning areas. It is an exit test administered to
Grades 6, 10 & 12 learners.
ECCDC- (Early Childhood CARE Development
Checklist) for Kindergarten during the opening
of classes, midyear, and end of the school year.
PHIL-IRI-(Philippine Informal Reading Inventory)
is used to measure the reading performance of
learners.
MFAT-( Multi-Factored Assessment Tool) is
administered to Grade 1 learners a month after
opening of classes, as provided in DO 29 s.2018
or the Policy on the Implementation of MFAT.
NCAE-(National Career Assessment
Examinations) to identify learners’ aptitude and
interests; and provide them with relevant
information on their skills, abilities, and
readiness for academic and non-academic
courses.
Types of Assessment
-Mode of response;- ( Oral, performance,
written)
-Ease of quantification of response;- (
subjective, objective)
Content standard- (know), identify and set the
essential knowledge and understanding that
should be learned.
Performance standard- (do), describe the
abilities and skills that the learners are expected
to demonstrate.
Learning competencies- ( become), refer the
knowledge, understanding skills, and attitude
that the students need to demonstrate in every
learning activity.
Knowledge Dimension
Factual- refers to terms, facts, and detailed
information that must be learned to understand
a subject or solve a problem
Conceptual- knowledge of, or understanding of
concepts, principles, theories, models,
classifications, etc.
Procedural - concentrates on the methodology
required to perform specific tasks, use software
or equipment, or follow guidelines
Metacognitive- refers to what individuals know
about themselves as cognitive processors, about
different approaches that can be used for
learning and problem solving, and about the
demands of a particular learning task.

-Mode of administration- ( individual, group)

-Test constructor- ( standardized - non

standardized)

-Mode of Interpreting Results- ( norm reference,

criteria reference)

-Nature of answer- (personality test,

achievement test, intelligence test, sociometric
test, trade or vocational test)
Table of Specifications
- Makes developing a test easier and more
-Also called as test blueprint
efficient
- A tool used by teachers to design a test.
-Ensures that the test will sample all important
- It helps ensure that the course’s intended content areas and processes is useful in
learning outcomes, assessments, and planning and organizing
instructions are aligned.
-Offers an opportunity for teachers and students
-A table that maps out the test objectives, to clarify achievement expectations
contents, or topics covered by the test; the
Steps in developing TOS
levels of cognitive behavior to be measured; the
distribution of items, number, placement, and -Determine the objectives of the test
weights of the items; and the test format.
-Determine the coverage of the test.
Importance of TOS
-Calculate the weight for each topic.
-Ensures that the instructional objectives and
-Determine the number of items for the whole
what the test captures match.
test
-Ensures that the test developer will not
-Determine the number of items per topic.
overlook details that are considered essential to
a good test.