ASSESSMENT IN

LEARNING 2
DIANNA JEAN A. GAYO, LPT, MST-MATH
INSTRUCTOR
ASSESSMENT

-A process of gathering and organizing quantitative or

qualitative data into an interpretable form to have a basis
for judgement or decision-making;
-Itis an on-going process that involves series of steps,
namely: gathering, analyzing, and interpreting data.
ASSESSMENT

-The purpose of assessment is to determine whether

expectations match standards set by school authorities
-To determine whether instructional objectives are
obtained by the students through their performances.
PURPOSES OF CLASSROOM ASSESSMENT
1.Assessment FOR learning- done before and during
instruction (e.g. Placement, diagnostic, formative)
2.Assessment OF learning- done after instruction
(e.g. Summative assessment)
3.Assessment AS learning- this is done for teachers
to understand and perform well their role of
assessing FOR and OF learning.
1. ASSESSMENT FOR LEARNING
a.Placement- done before instruction
•To assess the needs of the learners to have basis in planning
for relevant instruction
•To assess what students are bringing into the learning
situation and use this as a starting point for instruction.
•The result of this assessment place students in specific
learning groups to facilitate teaching and learning.
1. ASSESSMENT FOR LEARNING
B. Diagnostic- done before instruction

•Use to determine students’ recurring or persistent

difficulties.
•It searches for the underlying causes of student’s learning
problems that do not respond to the first aid treatment.
•It helps formulate a plan for detailed remedial instruction
1. ASSESSMENT FOR LEARNING
C. Formative- done during instruction

•Teachers continuously monitor the students’ level of

attainment of the learning objectives
•The results of this assessment are communicated clearly
and promptly and weaknesses and the progress of their
learning.
2. ASSESSMENT OF LEARNING

A. Summative- done after instruction

•Used to certify what students know and can do and the

level of their proficiency and competency.
•Its results reveal whether or not instructions have
successfully achieved the learning outcomes.
3. ASSESSMENT AS LEARNING

Teachers should be skilled in:

1.Choosing and developing assessment methods
appropriate for instructional decisions.
2.Administering, scoring, and interpreting the results of an
assessment method.
3.Developing valid grading procedures.
3. ASSESSMENT AS LEARNING
4. Using assessment results when making decisions about
individual students, planning teaching, developing curriculum,
and school improvement.
5. Communicating assessment results to students, parents,
other lay audiences, and other educators.
6. Recognizing unethical illegal, and otherwise inappropriate
assessment methods and uses of assessment information.
PURPOSES OF CLASSROOM ASSESSMENT
1.Assessment FOR learning- done before and during
instruction (e.g. Placement, diagnostic, formative)
2.Assessment OF learning- done after instruction (e.g.
Summative assessment)
3.Assessment AS learning- thisis done for teachers to
understand and perform well their role of assessing
FOR and OF learning.