DAVAO ORIENTAL STATE

COLLEGE OF SCIENCE AND

TECHNOLOGY
BANAYBANAY EXTENSION CAMPUS

INSTRUCTIONAL MATERIAL
in
Assessment of Learning 1

Prepared by
Sharmen E. Arnado BTLED HE-2A
. ELIEZER COLE MACALALAG
Faculty

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 Course Specification

Course Title : Assessment of Learning 1

Course Description : This is a course that focuses on the principles,

Units/ Credit Equivalent
development, and utilization of conventional assessment
tools to improve the teaching-learning process. It
emphasizes the use of assessment "of", "as" and "for" in
measuring knowledge, comprehension, and other
thinking skills in the cognitive, psychomotor or
affective domains. It allows students to go through the
standard steps in test construction and the application in
grading systems.
: 3.0

Course Outcomes : 1. Show an understanding of the basic concepts and

principles of high-quality assessment;
2. Match the different learning targets and their
appropriate assessment techniques; identify the role
of assessment in making an instructional decision;
3. Construct classroom assessment tools in measuring
knowledge and thinking skills; and
4. Demonstrate skills in utilizing and reporting test
results; apply statistical procedures in standardizing
tests.
Module 1: Nature and Roles of Assessment

Welcome to the first part of your journey in Assessment of Learning 1! This module
presents the basic concepts, nature, meaning, relevance, and roles of assessment which you
will learn within a week. Take the challenge in finishing this module and enjoy learning!

Lessons in the module: Lesson 1: Concepts and Relevance of Assessment

Lesson 2: Roles of Assessment
Module Objectives/Outcomes:
In this module, the students should be able to:
 discuss measurement, assessment, testing, and evaluation;
 identify the types of tests;
 classify the types of tests into two categories;
 compare and contrast the purposes of assessment;
 identify the different roles of assessment; and
 explain the various roles of assessment to learners, teachers, parents, and other
stakeholders.

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 MODULE 1: NATURE AND ROLES OF ASSESSMENT
Lesson 1: Concepts and Relevance of Assessment

Learning Outcomes:

At the end of this lesson, the students should be able to:

 discuss measurement, assessment, testing, and evaluation;

 identify the types of tests;
 classify the types of tests into two categories; and
 differentiate the purposes of assessment.

Time Frame: 2 Hours

Introduction

Assessment is an integral part of the teaching-learning process and the curriculum. In a

classroom setting, teachers use assessment to determine the learning needs, strengths and
weaknesses, and degree of performance and achievement of the students, as well as monitor their
progress. The CMO 46, s. 2012 mandates all higher education institutions to implement
outcomes-based education (OBE) – “an approach that focuses and organizes the educational
system around what is essential for all learners to know” as defined by the CHED – across all
programs. With this, HEIs are required to use appropriate assessment methodologies and tools to
measure student’s learning.
In this lesson, take the challenge in answering the questions: What is assessment? Why
do we need to assess? How does assessment inform instructional decisions?

Activity

Think Metaphorically!
In your first year of stay in college, you went through different assessment tasks –
performances, quizzes, exams, projects, etc., that measured your learning. With your
experiences, you might have formed your analogies and metaphors for assessment. In this
activity, think of your metaphors for assessment.
Answer:

✴ Learning is treasure hunting.

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 Analysis

In this segment, reflect on the metaphor you made and answer the following questions:
1. Explain why you chose that metaphor with your concept of assessment.
✴ The metaphor that I had constructed is " Learning is treasure hunting". I

choose this metaphor because it is the metaphor which for me, it fits for

the concept of assessment. It is because if we will having a quiz , presentation

and many more , ofcourse we will study for to got the correct answer. Same as

with treasure hunting, enable for you to find and get the treasure you will study the

map hard. We can't have learnings in an instant, it requires extra effort and perseverance.

2. What activities did you go through that helped you determine your learning strengths and
weaknesses?
The activities that I got through that helped me to determine my learning strength and weakness

is through assessment. If my teacher gives us quiz , activities, oral recitation and any kind of

assessment and if I get a high score then I consider that it is my strengths and if I got a low score

then it is a weakness for me.

3. Why do you think teachers use assessment?

In classroom , before or after discussion we noticed that our teachers give an assessment. So , for

me I think the reason why teachers use assessment is to test our knowledge and test if we learned

from him/her. Moreover, it is also an approach and way to determine the student's capabilities

and help them in case they need help or guidance from the teachers.In addition, it is also the

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basis of the teacher if she/he needs to explain again the certain topic. Assessment results reflects

the knowledge of a students.

Abstraction

I. Measurement, Testing, Assessment, and Evaluation

Measurement

Measurement comes from the old French word mesure which means “limit or quantify”.
Technically, it is a quantitative description of an object's characteristics or attributes (de Guzman
& Adamos, 2015). In assessment, measurement is defined as the process of determining or
assigning scores as a result of testing. However, a quantitative measure or score does not have
any meaning unless it is interpreted.
Testing

According to Russell and Airasian (2012), as cited by de Guzman and Adamos (2015),
testing is a formal, systematic procedure for gathering information. A test is a tool comprised of
a set of questions administered during a fixed period under comparable conditions for all
students (Miller, Linn & Gronlund, 2009); it is an instrument used to measure students' construct
and make decisions. In assessment, testing is a process of collecting information about students'
learning using an appropriate tool.
Tests are the most commonly used form of assessment. Teachers use test to quantify
students' performance concerning a specific set of criteria. The appropriateness of a test depends
on its ability to represent, reflect, or assess the learning outcomes covering different learning
domains.

Types of Tests

Tests differ according to specific classifications. There are several types of tests
used according to their purposes and the construct to be measured. Some types of tests
may not apply to one area as tests have limitations; thus, test constructors like teachers
must understand the different types of tests.
According to Mode of Response

1. Oral Test – a type of test in which answers are spoken (de Guzman & Adamos,
2015).
Example: Oral Quizzes, Oral Questioning, etc.

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 2. Written Test – a type of test in which activities require the test taker to either
select or provide a response to a question or task (de Guzman & Adamos, 2015).
Example: Multiple-Choice Test, Identification, Matching Type Test, etc.

3. Performance Test – a type of test wherein the activities require students to

demonstrate their skills or ability to perform specific actions(de Guzman &
Adamos, 2015).
Example: Role-Play, Creative Presentation, Demonstration, etc.

According to Ease of Scoring

1. Subjective Test – a type of test in which questions have one or more possible
answers and in which the scores are influenced by the judgment of the evaluators
(de Guzman & Adamos, 2015).
Example: Essay

2. Objective Test – a type of test in which questions have specific answers, and
that can be quantified or scored quite easily (de Guzman & Adamos, 2015).
Example: Multiple-Choice Test, Identification, Matching Type Test, etc.
According to Mode of Administration

1. Individual Test – a type of test administered to the student on a one-to-one basis

(Gabuyo, 2012).
Example: One-on-one oral defense, Intelligence Scale

2. Group Test – a type of test administered to a group of individuals or group

students (Gabuyo, 2012).
Example: Examinations and Quizzes which are done simultaneously

According to Test Constructor

1. Standardized Test– a type of tests which are constructed by test experts,

administered and scored under standard conditions and interpreted with the use
of standards (Oriondo & Antonio, 1984).
Example: Board Examinations

2. Non-Standardized Test or Teacher-Made Test – a type of test that is

constructed by the teachers to determine how much the pupils/students achieved
the goals or objectives of the learning tasks (Calmorin, 2004).
Example: Classroom examinations

According to Mode of Interpreting Results

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 1. Tests that yield norm-referenced interpretations – are evaluative instruments
that measure a student's performance concerning the performance of a group on
the same test (de Guzman & Adamos, 2015).
Example: Tests/Activities in which the student’s score depends on the
performance of others

2. Tests that yield criterion-referenced interpretations – are tests that describe

each student's performance against an agreed, set, or pre-established criterion or
level of performance (de Guzman & Adamos, 2015).
Example: Tests/Activities in which the student's score is based on fixed criteria
or answer.

According to Nature of Answer

1. Personality Test – a type of test that measures ways in which an individual's

interest with other individuals or in terms of the roles an individual has ascribed
to himself and adopts in the society (Calmorin, 2004).
Example: Rorschach Test, Sixteen Personality Factor (16 PF), Guilford-
Zimmerman Temperament Survey
2. Achievement Test – a type of test that measures students’ learning as a result of
instruction and training experiences (de Guzman & Adamos, 2015).
Example: Periodical Examinations, Summative, and Daily Quizzes, NAT

3. Aptitude Test – a type of test that determines a student’s potential to learn or do

new tasks (de Guzman and & Adamos, 2015), or a predictive measure of a
person's likelihood of benefit from instruction or experience in a given field such
as arts, music, clerical work, mechanical tasks, or academic studies (Merriam,
1975).
Example: SCAST, UPCAT, or any other entrance examinations

4. Intelligence Test – a type of test that measures the intelligent quotient (IQ) of an
individual as a genius, very superior, high average, and low average, borderline,
or mentally defective (Calmorin, 2004).
Example: Standford-Binet Intelligence Test and Wechsler Adult Intelligence
Scale

5. Sociometric Test – a type of test that measures interpersonal relationships in a

social group (de Guzman and & Adamos, 2015).
Example: Peer Rating, Peer Nomination, Sociometric Ranking, etc.

6. Trade or Vocational Test – a type of test that assesses an individual’s

knowledge, skills, and competence in a particular profession (de Guzman and &
Adamos, 2015).

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 Example: Assessment for TESDA National Certificates

7. Interim Test – a type of test used to predict the future performance of a student
(Edglossary.org, n.d).
Example: Mockboard Examinations

Functions of Testing
A. Instructional Functions

1. Tests facilitate the clarification of meaningful learning objectives.

2. Tests provide a means of feedback to the instructor and the student.
3. Tests can motivate learning.
4. Tests can facilitate learning.
5. Tests are a useful means of learning.

B. Administrative Functions

1. Tests provide a mechanism of quality control.

2. Tests facilitate better classification and placement decisions.
3. Tests can increase the quality of selection decisions.
4. Tests can be a useful means of accreditation, master, or certification.

C. Research and Evaluation

1. Tests are useful for program evaluation and research.

D. Guidance Functions

1. Tests can be of value in diagnosing an individual’s special aptitudes and abilities.

Assessment

"Assessment" comes from the Latin word assidere which means "to sit beside a judge". This
implies that "assessment" is tied up with "evaluation". Miller, Linn, and Gronlund (2009) defined
assessment as any method utilized to gather information about student performance. Black and
William (1998) gave a lengthier definition emphasizing the importance of feedback and
satisfying its purpose. Generally, assessment pertains to all activities undertaken by teachers and
by their students that provide information to be used to modify the teaching and learning
activities in which they are engaged. This means assessment is not just about collecting but also
processing and interpreting data.

Nature of Assessment

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 Assessment is a process that can be placed in two broad categories: measures of
maximum performance and measures of typical performance (Miller, Linn & Gronlund,
2009).

The measure of Maximum Performance

Maximum performance is achieved when learners are motivated to

perform well. The measure of maximum performance show results that manifest
what students can do at their best level – their abilities and achievements. In this
measure, students are encouraged to aim for a high score (de Guzman and
Adamos, 2015). Examples of measures of maximum performance are
achievement and aptitude tests.

The measure of Typical Performance

According to de Guzman and Adamos (2015), a measure of typical

performance shows what students will do or choose to do; this includes attitude,
interest and personality inventories; observation techniques; and peer appraisals.
Examples of measures of typical performance are the Myers-Briggs Type
Indicator (MBTI) and the Strong Interest Inventory (SII).

Purpose of Assessment

There are three interrelated purposes of assessment that teachers should know to
arrive at a more effective assessment.

1. Assessment for Learning (AfL)

Assessment for Learning pertains to diagnostic and formative assessment

tasks that are used to determine learning needs, monitor the academic progress of
students during a unit or block of instruction, and guide instruction (de Guzman &
Adamos, 2015). This is an on-going assessment wherein students are given
feedback on their performance and teachers cab modify their strategies and
methods to support learning. Examples of AfL include pre-tests, written
assignments, quizzes, etc.

2. Assessment as Learning (AaL)

Assessment as Learning employs tasks or activities that provide students

with an opportunity to monitor and further their learning – to think about their
learning habits and how they can adjust their learning strategies to achieve their
goals (de Guzman & Adamos, 2015). This involves learning processes like
reflection and self-regulation to allow learning to utilize their strengths and work

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 on their weaknesses. Examples of AsL include self and peer-assessment and
portfolio.

3. Assessment of Learning (AoL)

Assessment of Learning is summative and is done at the end of a unit,

task, process, or period to provide evidence of a student's level of achievement
concerning the learning objectives. AoL is used for grading, evaluation, and
reporting purposes, and provides a foundation for decisions on student's
placement and promotion(de Guzman & Adamos, 2015). Examples of this include
summative assessment, periodical tests, etc.

Evaluation

Evaluation comes in after the data had been collected through testing and quantified
through measurement. According to Russel and Airasian (2012), evaluation is the process of
judging the quality of performance of course of action. Evaluation comes from the French word
evaluer; evaluation entails finding the value of an educational task. This means that the
assessment data gathered by the teachers have to be interpreted to make sound decisions about
students and the teaching-learning process.

II. Relevance of Assessment

The development of the whole educative process includes the conduct of the assessment.
The assessment process provides benefits to everyone involved in the process – students,
teachers, and other players in the education system. Below is the relevance of assessment to
every stakeholder according to the ideas of de Guzaman and Adamos (2015).

Students

Through varied learner-centered and constructive tasks, students become actively

engaged in the learning process. They take responsibility for their learning. With the guidance of
the teacher, they can learn to monitor changes in their learning patterns. They become aware of
how they think, how they learn, how they accomplish tasks, and how they feel about their work.

Teachers

Assessment informs instructional practice. It gives teachers information about a student’s

knowledge and performance base. It tells them how their students are currently doing.
Assessment results can reveal which teaching methods and approaches are most effective. They
provide direction as to how teachers can help students more and what teachers should do next.

Parents

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 Education is a shared partnership. Parents should be involved in the assessment process.
They are valued source of assessment information on the educational history and learning habits
of their children, most especially for pre-schoolers who do not yet understand their
developmental progress. In return, teachers should communicate vital information to parents
concerning their children's progress and learning. Assessment data can also help identify the
needs of children for appropriate intervention.

Administrators and Program Staff

Administrators and school planners use assessment to identify the strengths and
weaknesses of the program. They designate program priorities, assess options, and lay down
improvement plans. Moreover, assessment data are used to make decisions regarding the
promotion or retention of students and the arrangement of faculty development programs.

Policymakers

An assessment provides information about students’ achievements which in turn reflect

the quality of education being provided by the school. With this information, government
agencies can set or modify standards, reward or sanction schools and direct educational
resources, the Commission on Higher Education in response to their program on quality
assurance shut down substandard academic programs of school with low graduation and passing
rates in licensure examinations. Assessment results also serve as the basis for the formulation of
new laws. A current example is RA 10533, otherwise known as the K to 12 Enhanced Basic
Education Act of 2013. The rationale for the implementation of this law was the low scores
obtained by Filipino pupils in standardized tests such as the National Achievement Tests (NAT)
and international tests like the TIMSS (Trends in International Mathematics Study).

Assessment

A. Note-Taking
In the table below, discuss measurement, assessment, testing, and evaluation by
providing key information in bullet form, and cite examples of how you will apply each term in
the classroom.

KEY POINTS CLASSROOM EXAMPLE

Measurement

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• It is the process of determining • There is a group reporting and you are one of the
scores as a result of testing. reporters. Luckily, you did great and meet the criteria that
why you got a high grade.
• It is a process of converting
learning experience into numerical.

Assessment
• A method that gathers information • Short quizzes, long quizzes , and quarterly exam.
from student's performance.

• Any activities that was done by

teachers and students to modify the • Hands on activities.
teaching- learning process.

• Processing and interpreting data.

Testing

• A procedure for gathering • After discussion the teacher give his/her students a short
information. quiz to test their knowledge.

• It is a set of questions with fixed • Before the discussion begins the instructor gives Pre-test
time. to test if they have stock knowledge towards the topic to
be discussed today.
• It is usually used as a tool for
assessment • Make a reflection paper for what the students learned.

• It tests the students ability,

intelligence and knowledge.

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 Evaluation

• It is the process of judging the • quarterly exam

student's performance.

• It came from the data that are • The teacher assignment students to make a role play for
being collected and after that it will their prelim examination.
be interpreted to make decisions.

B. Organizing Knowledge
Using an appropriate graphic organizer, identify and present the different types of tests
according to their categories.
Graphic Organizer – a graphic organizer is a tool that uses visual symbols to express
knowledge and concepts through relationships between them.

ORAL TEST
ACCORDING TO MODE
WRITTEN TEST
OF RESPONSE
PERFORMANCE TEST

ACCORDING TO EASE OF SUBJECTIVE TEST

SCORING
OBJECTIVE TEST

TEST
INDIVIDUAL TEST
ACCORDING TO MODE
OF ADMINISTRATION
GROUP TEST

STANDARDIZED TEST
ACCORDING TO TEST
CONDUCTOR NON-STANDARDIZED
TEST

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 TEST THAT YIELD NORM-
REFERENCED
ACCORDING TO MODE INTERPRETATIONS
OF INTERPRETING
TESTS THAT YIELD CRITERION-
RESULTS REFERENCED
INTERPRETATIONS

ACCORDING TO NATURE PERSONALITY TEST

OF ANSWER
ACHIEVEMENT TEST

APTITUED TEST

INTELLEGENCE TEST

SOCIOMETRIC TEST

TRADE TEST

INTERIM TEST

C. Assessment Classification
Looking into the nature of assessment, it has two categories: the measure of maximum
performance and measures of typical performance. Classify the following tests by writing them
in the appropriate box.
Achievement Test Mastery Test Portfolio
Anecdotal Records Observational Techniques Quizzes
Aptitude Test Periodical Test Rating Scale
Checklists Personality Test Rubrics
IQ Test Oral Presentations

Maximum Performance Typical Performance

Achievement test Aptitude test
IQ Test Anecdotal records
Mastery test Checklists
Periodical test Observational Techniques
Oral Presentation Personal test

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 Portfolio Rubrics
Quizzes Rating scale

Differentiate the two sets by citing the characteristics of each group.

The Maximum Performance and Typical performance are really different with

each other. The Maximum Performance is the developed achievements or

abilities of an student with exerting so much effort while typical performance

refers to the students' attitides or behaviors. It doesn't focus on getting high

score but it focus on getting responds. So that are the difference between

the two.

D. See the Difference!Direction/s: Compare and contrast measurement, testing, and evaluation

using the Venn Diagram below.

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 MEASUREMENT

.Means limit of
quantity
.quantitative measure
of score.

Contains Scores of
data. result of
testing
students
use for educational quantify
purposes performance

Collected through .process of

.formal testing,quantified judging the
through
quality of
.systematic measurement
performance
procedure for
.
gathering
information. .finding the
value of
.tool comprised
educational
of set questions. Both task.
contains
information

MODULE 1: NATURE AND ROLES OF ASSESSMENT

TESTING EVALUATION
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Lesson 2: Roles of Assessment

Learning Outcomes:

At the end of this lesson, the students should be able to:

 identify the different roles of assessment and

 explain the various roles of assessment to learners, teachers, parents, and other
stakeholders.

Time Frame: 1 Hour

Introduction

Assessment is a cyclic process. It follows an organized pattern of steps. The assessment

process begins with clarification and refinement of the learning outcomes. Using the learning
outcomes, appropriate assessment methods, tools, criteria, and standards are designed. After
preparing and making sure that the designed assessment methods, tools, criteria, and standards fit
the learning outcomes, the assessment is now implemented to collect pieces of evidence of
learning. The collected data are then analyzed, evaluated, and interpreted. Gaps between the
desired learning outcomes and actual results are then identified. Data-driven action plans are
developed for program development. Goals and objectives are reviewed and refined following
the valuation findings, and the cycle begins anew.
In this lesson, you will acquire knowledge and later on demonstrate an understanding of
the different roles of assessment.

Activity
The Assessment Implementation Cycle!
As mentioned in the introduction, assessment is a cyclic process. Below is an incomplete
figure of the assessment implementation Cycle. Complete the cycle by providing the appropriate
label for each step.

Steps
Design Analyze Identify Refine Document Implement

Step 1: REFINE
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 Step 6: DOCUMENT Step 2: DESIGN

Assessment
Implementation
Cycle

Step 5: IDENTIFY Step 3: IMPLEMENT

Step 4: ANALYZE

Analysis

The implementation cycle shows the process of how the assessment is done. Answer the
following questions below before proceeding to the next part of the module.

1. Why do you think is the implementation of the "assessment" of a cyclical process?

In classroom settings teachers or instructions are gathering datas about the learning of their students. The

datas that are gathered will serve as a tool for the teachers to make a move for the improvement of

children. They evaluate and give assignment to the students enable for them to monitor the students.

When assessment is integrated throughout teaching , educators will have a better and deep understanding

about the needs of the students and creating plans to improve the performance of the students. Assessment

implementation reffered to cyclical process it is because , it continues cycle of improvement. Then, after

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establishing those assessment and evaluate the student learning outcome the teachers will evaluate these

data and make this as a tool to engage their teaching process for better understanding of all students.

2. Why does "assessment" follow steps?

As we observed, "assessment" follow steps, but the question is why? For my own perspective, assessment

follow steps to acquire clear concept of the objectives. It is serves as a guide for teachers enable for them

to have a smooth and productive flow of teaching. In addition, this will also help teachers to trace the

progress of his/her students, possible solution for the problems, and evaluation.

Abstraction

Roles of Assessment

There are four roles of assessment used in the instructional process. Miller, Linn, and
Gronlund (2009) identifies these as functional roles of assessment in classroom instruction.

Placement Assessment

Placement assessment is used to determine the learners, prerequisite skills, degree of

mastery of the course goals, and/or best modes of learning (Gabuyo, 2012). Additionally, this
test is used to determine the type of job an applicant should fill, or a test used to measure the
grade or year level the pupil or student be enrolled after ceasing from school (Calmorin, 2004).
An example of this is an entrance examination which is used to determine which program should
a student take based on his/her abilities.

Formative Assessment

Formative assessment is used to determine the learners’ learning progress, provide

feedback to reinforce learning, and correct learning errors (Gabuyo, 2012). This can be
conducted during and after the instruction or lesson. Examples of this are daily quizzes, oral
questioning during the lesson, learning activities, assignments, etc.

Attributes of an Effective Formative Assessment

1. Learning Progressions. Learning activities should manifest the subgoals of the

main goals.
2. Learning goals and criteria for success. Learning objectives or goals and the
criteria for grading should be identified and communicated to the learners.

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 3. Descriptive Feedback. Students should be provided with evidence-based
feedback that is linked to the learning objectives to be met and assessed.
4. Self and Peer Assessments. Both self and peer assessments are important for
providing students an opportunity to reflect on their learning.
5. Collaboration. A classroom culture in which teachers and students are partners in
learning should be established.

Diagnostic Assessment

Diagnostic assessment is a measure that identifies the weaknesses of an individual's

achievement in any field and which serves as a basis for remedial instruction (Calmorin, 2004).
Furthermore, this is used to determine the causes of learners’ persistent learning difficulties such
as intellectual, physical, emotional, and environmental difficulties (Gabuyo, 2012). This can be
conducted at the beginning and end of the classes to determine the strengths and weaknesses of
the students. Examples of this are pre-tests and post-tests.

Summative Assessment

A summative assessment is done at the end of every grading period, chapter, or unit. This is
used to determine the extent to which the students have attained the learning outcomes (de
Guzman & Adamos, 2015). It is used for assigning and reporting grades or certifying mastery of
concepts and skills. Examples of this are periodical examinations, summative or chapter quizzes,
projects, etc.

TAXONOMY OF APPROACHES TO ASSESSMENT

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 Image from http://assessment.uconn.edu/what/index.html (modified from Terenzini, P. T.
[1989]. Assessment with open eyes: Pitfalls in studying student outcomes. The Journal of
Assessment
Higher Education, 60[6], 644)

A. Assessment Scenarios
Determine the role of assessment in the given scenarios. Was the assessment used for
formative, diagnostic, placement, or summative? How was the information used? Briefly explain
your answers.

A group of Science teachers analyzed the
results of the national achievement tests given to
Grade 6 pupils. Most of their students obtained low
scores in science. They learned further that their
students had difficulty with items about physical and
chemical changes, forms and uses of energy, and
motion. They thought of a professional development
project that focuses on introducing pedagogical
innovations particularly in teaching the said topics.
After two years, they saw a marked improvement in
the performance of their students in the national test,
particularly on Science items about forms of matter,
energy, and motion.
Diagnostic Test it is because based on the
scenario they determine first the weakness of the
students through analyzing to the test given by
the grade 6 students. After they know the
weakness and the specified area ,they find ways
to develop the teaching process and 2 years later
there are improvements.Diagnostic Test it is
because based on the scenario they determine
first the weakness of the students through
analyzing to the test given by the grade 6
students. After they know the weakness and the
specified area ,they find ways to develop the
teaching process and 2 years later there are
improvements.

Formative assessment, the teacher discuss

And after the discussion he handed a piece
Of paper which contains question.
The students answer it and the teacher see the
result and make this as preparation for
next session.
For the entire session, a Social Studies teacher
emphasized the i8mportance of human rights in
nation-building. Towards the end of the period, he
handed each student a piece of paper and posed a
question: "What happens if human rights violations go
unchecked?" the teacher made use of the "exit ticket"
strategy to see what students have learned at the end of
the lesson. The students wrote their answers to the
question and submitted them to the teacher at the end
of the period upon leaving. After reading his students'
responses, he starts planning for the next session.

Summative Assessment, the teacher gives exam every

Every month, teachers in a private
high school give an interim Math test to check
on student progress. Any student who obtains
a score below the cut score of 75 is invited to
attend a special class for additional
instruction. However, if the student obtains a
month and use these results to check the progress of
the students and make actions for those students who
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got below 75 and fail score.
Diagnostic Assessment, because Ms.
Jimenez know the weakness of her
students first in specific are. After that
she did the action towards this problem
and focus on the students weakness.
Ms. Jimenez suspected that one of her pupils
has limited reading skills. To help the learner, she
needed to identify the specific areas with which the
child struggles. Is the child impaired in one or more of
the following components: phonemic awareness,
phonics, fluency, vocabulary, and comprehension? To
answer her questions, she gave the learner an
assessment. Upon ascertaining that the child has
difficulty in phonics, the teacher thought of using an
analogic approach to teach phonics.

B. Interview

In this activity, conduct a virtual interview with a teacher at the secondary level who
teachers subjects in your field of specialization. Ask him/her about the kind of information

22
he/she needs and how he/she uses such information to make decisions concerning his/her
instruction and preparation of teaching and learning activities. Below is your interview sheet.

INTERVIEW GUIDE

I. PRELIMINARY QUESTIONS

1. What is your name? Arnel S. Duran

2. How long have you been teaching? 5 years
3. What subjects are you teaching? TLE, Disaster Risk Reduction and UCSP

4. What classes are you handling this school year? Grade 12

II. GUIDE QUESTIONS

1. How do you gather information about students in terms of their knowledge, skills, and
values? What assessment tools do you use? I gather the students information:
* By giving them a critical questions.
* By developing their different skills like linguistic, art and etc.

2. When do you conduct assessments?

* Diagnostic test before I start the class. * After my discussion I will give them a short quiz.
* Post test will be connected after the whole chapter discussion.

3. How do you utilize the information in your profession?

* By teaching the students well base on the MELCS and curriculum guide.
* By sharing information and knowledge to other teachers.

4. How does assessment help you become a more effective teacher?

* Because of the assessment results it will help me to become an effective teacher like the following:
has basis for measuring the students skills Application of the students skills

Learning Key Points:

 Measurement refers to the process of quantifying or assigning scores to a student’s
performance. 23
 Testing is the process of collecting data using a test. A test is an instrument used to collect
information.
 Congratulations!
You are done with Module 1: Nature and Roles of Assessment.
You have learned about the basic concepts and roles of assessment!

You may now proceed to

Module 2: Principles of High-Quality Assessment.

References

Asaad, A., and Hailaya, W. (2004). Measurement and evaluation: concepts and principles. Manila: Rex

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 Book Store.

Borich, G., and Kubiszyn, T. (2007). Educational testing and measurement: classroom application and
practice (eight edition). Quezon City: C&E Publishing, Inc.

Cajigal, R., and Mantuano, M. (2014). Assessment of Learning 2. Quezon City: Adriana Publishing Co.,
Inc.
Calmorin, L. (2014). Assessment of student learning 1. Manila: Rex Book Store, Inc.

De Guzman-Santos, R. (2007). Assessment of Learning 1. Quezon City: Lorimar Publishing, Inc.

De Guzman, E., and Adamos, J. (2015). Assessment of learning 1. Quezon City: Adriana Publishing Co.,
Inc.

Elicay, R. SP., et. al.. (2010). Assessment of student learning 1 (cognitive learning). Quezon City: C&E
Publishing, Inc.

Gabuyo, Y. (2014). Assessment of learning 1 (textbook and reviewer). Manila: Rex Book Store, Inc.

Oriondo, L., and Antonio, E. Evaluating educational outcomes: tests, measurement, and evaluation.
Manila, Philippines.

Raagas, E. (2010). Assessment and evaluation of student learning: concepts and applications. Cagayan
De Oro City: DATStaT Analysis Center.

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