Republic of the Philippines

Bacolod City College

Teacher Education Department
A.Y. 2021 – 2022

Ma. Antonette M. Mahilum BSED 3-F MATH

Lemuel Aleniabon BSED 3-F MATH
Edu 119 - Assessment and Evaluation in Mathematics
Instructor: Mr. Ronilo E. Cadigal, LPT, Ph.D

The Process of Assessment

Assessment goes beyond measurement. Evaluation can be involved in the process of

assessment. Some definitions from assessment references show the overlap between
assessment and evaluation. But Popham (1998), Gronlund (1993), and Huba and Freed
(2000) defined assessment without overlap with evaluation. Take note the following
definitions.

1. Classroom assessment can be defined as the collection, evaluation, and use of

information to help teachers make better decisions (Mc Millan, 2001)

2. Assessment is a process used by teachers and students during instruction that provides
feedback to adjust ongoing teaching and leaning to improve students achievement of
intended instructional outcomes (Popham, 1998)

3. Assessment is the systematic process of determining educational objectives, gathering

using, and analyzing information about students learning outcomes to make decisions
about programs, individual students progress, or accountability (Gronlund, 1993)

4. Assessment is the process of the process gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of what students
know, understand, and can do with their knowledge as a result of their educational
experiences, the process culminates when assessments results are used to improved
subsequent learning (Huba & Freed, 2000)

Cronbach (1960) have three important features of assessment that makes it distinct with
evaluation: (1) Use a variety of techniques, (2) reliance on observation in structured and
unstructured situation, and (3) integration of information. The three important features of
assessment emphasize that assessment is not based on on single measure but a variety of
measures. In the classroom, a students grade is composed of quizzes, assignments,
recitations, long tests, projects, and final exams. These sources were assessed through
formal and informal structures and integrated to come up with an overall assessment as
represented by a students final grades.

As assessment was defined as “the process of collecting various information needed to

come up with an overall information that reflects the attainment of goals and purposes”
There are three critical characteristics for this definitions:

1. Process collecting various information - a teacher arrives a an assessment after

having conducted several measures of students performance. Such sources are recitations,
long tests, final exams, and projects.
2. Integration overall information - coming up with an integrated assessment from
various sources need to consider many aspects. The results of individual measures should
be consistent with each other to meaningfully contribute in the overall assessment.
3. Attainment of goals and purposes - assessment is conducted based on specified
goals. Assessment process are framed for a specified objective to determine if they are
met. Assessment results are the best way to determine the extent to which a student has
attained the objectives intended.

Assessment Procedures
The process of assessment was summarized by Bloom (1970). He indicated that there are
two processes involved in assessment:
1. Assessment begins with an analysis of criterion. The identification of criterion includes
the expectation and demands and other forms of learning targets (goals, objectives,
expectations, etc)

2. It proceeds to the determination of the kind of evidence that is appropriate about the
individuals who are placed in the leaning environments such as their relevant strengths,
weaknesses, skills and abilities.

The process emphasizes that assessment is embedded in the teaching and learning
process. Assessment generally starts in in the planning of learning processes when
learning objectives are stated. A learning objective is defined in measurable terms to have
an empirical way of testing them. Specific behaviors are stated in the objectives so that it
corresponds on the with some form of assessment. During the implementation of the
lesson, assessment can occur. A teacher may provide feedback based on student
recitations exercises, short quizzes, and classrooms activities that allow students to
demonstrate the skill intended in the objectives. The assessment done during the
instruction should be consistent with skills required in the objectives of the lesson. The
final assessment is then conducted after enough assessment can demonstrate student
mastery of the lesson and their skills. The final assessment conducted can be the basis for
the succeeding objectives for the next lesson.

The Forms of Assessment

In educational settings, an assessment refers to the process of evaluating, measuring

and documenting students' knowledge, skills or behavior. Assessment is a process used to
keep track of learners progress in relation to learning standard, to promote self -reflection
and personal accountability among students about their own learning, and to provide
bases for the profiling students performance on the learning competencies and standards
of the curriculum. Assessment comes in different forms. It can be classified as qualitative
or quantitative assessment, structured or unstructured, objective or subjective, and formal
and informal assessment.

Quantitative and Qualitative

Assessment is not limited to quantitative values, assessment can also be qualitative.
Examples of qualitative assessments are anecdotal records, written reports, written
observation in narrative forms. Qualitative assessment provide a narrative description of
attributes of students, such as their strengths and weaknesses. Quantitative values use
numbers to represent attributes. Quantitative values as a results in assessment facilitate
accurate interpretation. Assessment can be a combination of both qualitative and
quantitative results.
Quantitative Assessment Tools
Quantitative: data collection that assigns numbers to objects, events, or observations
according to some rule. Generally analyzed using descriptive and inferential statistics.

Examples of quantitative assessment tools:

  Mixed-Methods: A research approach that uses two or more methods, with at
least one being quantitative and one being qualitative in nature
 Rubric: Scoring guide for evaluating performance, ability, or effectiveness, for a
specific domain made up of definitions of quality work, well-defined criteria for
measuring quality work, and scoring method (using numbers) to indicate level of
performance.
 Satisfaction: Assessing the degree to which a specific service or program fulfills
its perceived purpose as indicated by users, participants and/or consumers
(Example: student’s satisfaction with dining services)
 Survey: A survey is a paper or online instrument, to gather individual responses
 Tracking: Recording use or attendance as individuals use services, programs, and
facilities (Example: Sign-in sheets, clickers, headcount, card swipe, utilization
rates)

Qualitative Assessment Tools

Qualitative: analysis used to tell a story or demonstrate key themes. Detailed descriptions
of people, events, situations, interaction, and observed behaviors.

Examples of qualitative assessment tools:

 Case Study: The collection and presentation of detailed information about a

particular participant or small group, frequently including data derived from the
participants themselves.
 Document Review: Analysis of documents using a rubric and/or a coding
framework to identify themes.
 Focus Groups: Group discussions that are intentionally designed to gain in-depth
discussion around a specific topic. These groups are typically led by trained
moderators with questions that have been developed prior to the session. The
intent of focus groups is to examine feelings, perceptions, attitudes, and ideas.
 Interviews: A conversation where one person asks another questions to learn
more about the topic. Interviews can be formal, with a standard set of questions
that each person is asked in the same order; or more informal, with the
interviewer choosing from among a set of questions.
 Mixed-Methods: uses two or more methods, with at least one being quantitative
and one being qualitative in nature
 Rubric: Scoring guide for evaluating performance, ability, or effectiveness, for a
specific domain made up of definitions of quality work, well-defined criteria for
measuring quality work, and scoring method (using descriptive language such as
beginner, intermediate, advanced, etc.) to indicate level of performance.

Structured vs Unstructured
Assessment can come in the form of structured or unstructured way of gathering
data. Structured forms of assessment are controlled, formal and involve careful planning
and organized implementation. Examples of formal assessments are the final exams
where it is announced, students are provided with enough time to study, the coverage is
provided and the test items are reviewed. A formal graded recitation can be a structural
form of assessment when it is announced, questions are prepared, and students are
informed of the way they are graded in their answers. Unstructured assessment can be
informal in terms of its processes. An example would be a short unannounced quiz just to
check if the students have remembered the past lessons, informal recitations during
discussions, and assignments arising from discussion.

Objective vs. Subjective

Assessment can be objective or subjective. Objective assessment has less variation in
results such as objective tests, seatworks, and performance assessment with rubrics with
right and wrong answers. Subjective assessment on the other hand results to larger
variation in results such as essays and reaction papers. Careful procedures should be
undertaken as much as possible to ensure objectivity in assessing essays and reaction
papers.

The Difference Between Subjective and Objective Assessments

To design effective exams, educators need a strong understanding of the difference
between objective and subjective assessments. Each of these styles has specific attributes
that make them better suited for certain subjects and learning outcomes. Knowing when
to use objective instead of subjective assessments, as well as identifying resources that
can help increase the overall fairness of exams, is essential to educators’ efforts to
accurately gauge the academic progress of their students.

Subjective Assessment
According to EnglishPost.org, “Subjective tests aim to assess areas of students’
performance that are complex and qualitative, using questioning which may have more
than one correct answer or more ways to express it.” Subjective assessments are popular
because they typically take less time for teachers to develop, and they offer students the
ability to be creative or critical in constructing their answers. Some examples of
subjective assessment questions include asking students to:
 Respond with short answers.
 Craft their answers in the form of an essay.
 Define a term, concept, or significant event.
 Respond with a critically thought-out or factually supported opinion.
 Respond to a theoretical scenario.

Subjective assessments are excellent for subjects like writing, reading, art/art history,
philosophy, political science, or literature. More specifically, any subject that encourages
debate, critical thinking, interpretation of art forms or policies, or applying specific
knowledge to real-world scenarios is well-suited for subjective assessment.

Objective Assessment
Objective assessment, on the other hand, is far more exact and subsequently less
open to the students’ interpretation of concepts or theories. Edulytic defines objective
assessment as “a way of examining in which questions asked has a single correct
answer.” Mathematics, geography, science, engineering, and computer science are all
subjects that rely heavily on objective exams. Some of the most common item types for
this style of assessment include:
 Multiple-choice
 True / false
 Matching
 Fill in the Blank
 Assertion and reason

What is a Formal Assessment?

 Formal assessments include multiple data-driven methods that teachers depend on
for student evaluation. These types of evaluation often use a standard grading system that
allows teachers to score every student objectively.

Depending on the context, formal assessments can be norm-referenced or criterion-

referenced. For example, if you want to know how a learner's score compares to the
average class score, then a norm-referenced is your best bet.

What is Informal Assessment?

Informal assessment is an intuitive evaluation method, where the teacher assesses

students without measuring their performance against some rubric or metric. The
structure of informal evaluation methods allows teachers to observe the student's progress
at different points in the learning period.

Informal assessments take different forms in the classroom. For example, a teacher
can ask students to fill out an exit survey with closed-ended questions at the end of a
lesson. In this survey, the students can highlight any difficulties they experienced in the
class and the most important things they learned.

The instructor can also ask students to take part in group quizzes or brief
presentations about a particular subject. Informal assessments allow instructors to provide
immediate feedback to students and address any learning gaps in time.

Differences Between Formal and Informal Assessments

Definitions

A formal assessment is an evaluation method that uses a grading system to score a

student's level of knowledge. Typically, students respond to the same questions under the
same conditions, and the instructor grades them based on the extent to which they
satisfied pre-defined requirements.

An informal assessment measures students' progress and performance with no

standard grading criteria. The instructor uses different methods that allow students to
show their knowledge while providing feedback on learning gaps.

Types

Common types of informal assessment include quizzes, writing samples, and project-
based assignments. In informal assessment, quizzes are used to improve class
engagement and participation. So, you'd find the instructor splitting the class into groups
while every student has a go at the questions.

Project-based assignments and writing samples are intertwined. For example, the
teacher can ask students to create a science project and write a summary of their ideas for
the project.

There are two major types of formal assessment, namely norm-referenced

assessments, significantly, and criterion-referenced tests. In norm-referenced evaluation,
the teacher measures a student's performance based on the average performance in their
class. Criterion-referenced tests are the opposite—the student's performance is judged
individually, using a rubric or some other standards.

Examples
 Common examples of formal assessment include tests, quizzes, surveys, and
questionnaires. Exit surveys, observation, and oral presentations are examples of informal
assessment.

In some sense, formal and informal assessments can use the same methods. What
matters is how the instructor applies these methods to achieve specific objectives. For
example, the structure of a quiz for formal assessment significantly differs from a quiz
for informal evaluation.

When to Use

Teachers use formal assessments when they want to determine students’ knowledge
based on specific standards and criteria. Instructors use traditional assessment methods
when they need factual data that qualifies a student for the best learning phase, for
example, moving from high school to college.

Use informal assessment methods to gather immediate feedback on what a student

has learned so far. Informal assessments help the instructor identify learning gaps and
guide instruction. You can think of it as a preparation for formal evaluation.

Advantages of Formal Assessment Over Informal Assessment

Since formal assessments have standard evaluation criteria, there's little or no

opportunity for examiner bias. This differs significantly from informal evaluations, where
the instructor's subjectivity determines how they rate the student and the type of feedback
given.

Another advantage of formal assessment over informal evaluation is it spurs students

to pay keener attention during classes. Since a formal assessment is high stakes, it
motivates students to perform better to get higher grades.

Also, formal evaluation determines whether a student moves to the next phase in the
learning process. An individual who wants to gain admission into college needs to ace the
required promotional examination.

Advantages of Informal Assessment Over Formal Assessments

To some extent, formal assessments are a game of luck—a student can ace an exam
because of the question selection. With informal evaluation, the instructor has a better
picture of a learner's abilities. The teacher can observe a student's performance at
different points in the learning process.

Also, informal assessment gives room for improvement, unlike one-off tests. Since
there's little or nothing at stake, students can make mistakes and improve their knowledge
without undue pressure. Informal evaluation methods allow students to explore different
angles of a particular subject.

Use of a Grading System

The significant difference between both forms of assessment is while formal

evaluation uses a rubric or standard assessment criteria, the other doesn't. A rubric is an
assessment tool used for judging a particular type of work. More than stating different
grade levels, a rubric provides details on the requirements for each grade.

During informal assessments, the instructor doesn't use a set of predetermined

criteria for grading. Instead, they compare a student's performance with their past
presentations to know if they've made any progress.

Purpose of Assessment
 The formal evaluation aims to assess a student's overall knowledge, usually at the
end of a learning experience. Sometimes, formal assessments allow the instructor to
compare a student's performance with others in the same age group or class.

Informal assessment is used to track learners’ progress and identify any challenges
they might face with the subject.

Scope

Formal assessments provide a broad view of a student's knowledge, while informal

assessments provide detailed information. In formal evaluation, the instructor measures a
student's performance at the surface level. The aim is to have enough evidence for
assigning a specific score and grade to the learner.

Informal assessments are different. It allows the instructor to do a thorough analysis

of the specific experiences of individual students. The teacher can make adjustments to
instructional methods based on the specialized needs of each learner.

Flexibility

The instructor can adjust informal assessments based on context and the specific
needs or set of students. For example, if a student cannot communicate their thoughts via
summary writing, the teacher might ask them to give an oral presentation.

A formal assessment uses well-defined criteria for performance evaluation. So, the
instructor cannot deviate from the grading system, even if this system doesn't work for
some students.

Similarities Between Informal and Formal Assessment

Feedback

Both formal and informal assessments provide an opportunity for instructors to give
feedback on a student's performance. However, while informal evaluation methods
include feedback, summative assessment can happen without feedback.

Another thing to note here is feedback is always personalized in informal assessment,

while formal assessment can provide generic feedback to students at different grades. For
example, the instructor can send a general feedback email to everyone who scored a “B”
in a test.

Conclusion

When it’s time to choose one form of educational assessment over the other, the most
important thing teachers should consider is context. Ask questions like, “what do I want
to achieve with this?” and “how does this fit into the existing learning system?”

In many cases, teachers combine formal and informal assessment methods for
evaluation. During the learning process, informal evaluation methods like concept
mapping and straw polls help the instructor track each student’s progress. At the end of
the learning period, the instructor uses formal evaluations like end-of-term examinations
to assess each student’s knowledge and make high-stakes decisions.