Week 1.

BASIC CONCEPTS AND PRINCIPLES IN ASSSESSING LEARNING

ASSESSMENT
-rooted in the Latin word “ASSIDERE” which means to “TO SIT BESIDE ANOTHER”
ASSESSMENT IN LEARNING
-is a systematic and purpose-oriented collection, analysis, and interpretation of
evidence of student learning in order to informed decisions relevant to the learners.
Can be characterized
-a process
-based on specific objectives
-from multiple sources.
MEASUREMENT
-the process of quantifying the attributes of an object.
-actual collection of information on students learning through the use of various
strategies and tools.
EVALUATION
-process of making values judgement on the information collected from measurement
based on the specified criteria.
TESTING
-refers to the use of test or battery of test to collect information on student learning over
a specific period of time.
TEST
-can be categorized as either a selected response or constructed response, essay test,
short answer.
-can make use of objective format or subjective format.
GRADING
-is a form of evaluation which provides information on whether a learner passed or
failed a subject or a particular assessment task.
WEEK 2.
THE DIFFIRENT TYPES OF ASSESSMENT IN LEARNING.
FFORMATIVE ASSESSMENT
-is used during instruction.
-provide information to both teachers and learners on how they can improve the
teaching-learning process.
-assess students understanding
-to make adjustments to their instructional process and strategies to facilitating learning.
SUMMATIVE ASSESSMENT
-this is done after instruction.
-aim to determine the learner’s mastery of content or attainment of the learning
outcomes.
-typically used for evaluating learner’s performance in class.
-provides teacher w/ information about the effectiveness of their teaching strategies and
how can they improve their instruction in the future.
DIAGNOSTIC ASSESSMENT
-this is done before instruction.
-aims to detect the learning problems or difficulties of the learners.
-pre-requisite knowledge and skills for the targets of instruction have not been mastered
yet.
PLACEMENT ASSESSMENT
-done at the beginning of the school year to determine what the learners already know
or what their needs that could inform design of instruction are.
-the entrance examination give in the school is an example.
TRADITIONAL ASSESSMENT
-Use of conventional strategies or tools to provide information about the learning
students.
-Are often used as a basis for evaluating and grading learners.
-commonly used in classroom because they are easier to design and quicker to be
scored.
AUTHENTIC ASSESMENT
-allow learners to perform or create a product that are meaning to the learners, as they
are based on the real-world context.
DIFFERENT PRICIPLES IN ASSESSING LEARNING.
1. Assessment should have a clear purpose
2. Assessment is not an end itself
3. Assessment is an ongoing, continuous, and formative process.
4. Assessment is a learner centered.
5. Assessment is both process and product-oriented
6. Assessment must be comprehensive and holistic.
7. Assessment requires the use of appropriate measures.
8. Assessment should be as authentic as possible.
WEEK 3.
PURPOSE OF CLASSROOM ASSESSMENT
1. ASSESSMENT OF LEARNING
-to determine learners acquired knowledge and skills from the instruction and
whether they were able to achieve the curriculum outcomes.
-summative in nature
2. ASSESSMENT FOR LEARNING
-the use of assessment to identify the needs of learners in order to modify
instruction or learning activities in the classroom
-formative in nature.
3. ASSESSMENT AS LEARNING
-refers to the use of assessment to help learners become self-regulated.
THE ROLES OF CKLASSROOM ASSESSMENT IN THE TEACHING-LEARNING
PROCESS.
FORMATIVE
-they want to acquire information on the current status and level of learner’s knowledge
and skills or competence.
DIAGNOSTIC
-to identify specific learner’s weakness or difficulties that may affect their achievement
of the intended learning outcomes.
EVALUATE
-to measures learner’s performance or achievement for the purpose of making
judgement or grading in particular.
FACILATIVE
-classroom assessment may affect students learning.
MOTIVATIONAL
-can serve a s a mechanism for learners to be motivated and engaged in learning and
achievement in the classroom.
WEEK 4
LEARNING TARGETS
GOALS
-general statements about the desire learner outcomes
STANDARD
-specific statement about what learners should know and are capable of doing a
particular grade level, subject, or course.
EDUCATIONAL OBJECTIVES
-specific statement of learner performance at the end of an instructional unit.
BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES
BLOOMS TAXONONOMY
-provide teachers w/ a structured guide in formulating more specific learning
targets as they provide an exhaustive list of learning objectives.
-consist of three domains
1. cognitive
2.affevtive
3.psychomotor
BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES IN THE COGNITIVE
DOMAIN.
1.KNOWLEDGE
2.COMPREHENSION
3.APPLICATION
4.ANALYSIS
5.SYNTHESIS
6.EVALUATION
ANDERSON AND KRATHWOHL
-proposed a revision of blooms taxonomy in the cognitive domain by introducing
a two-dimensional model for writing learning objectives.
1.knowledge dimension
2.cognitive process of dimension
REVISED BLOOMS TAXONOMY
-provides teachers w/a more structured and more precise approach in designing
and assessing learning objectives.
COGNITIVE PROCESS DIMENSION
1.CREATE
2.EVALUATE
3.ANALYZE
4.APPLY
5.UNDERSTAND
6.REMEMBER
KNOWLEDGE DIMENSION
1.FACTUAL
-basic in every discipline.
- answers the questions that begin with WHAT, WHEN, WHO, WHERE.
2.CONCEPTUAL
-fundamental in every discipline.
-it tells the concepts, generalization, principles, theories and models that one needs to
know in discipline.
3.PROCEDRAL
-it tells the process, steps, techniques, methodologies, or specific skills needed in
performing in a specific task.
-answer questions that begin w/ HOW.
4.METACOGNITIVE
-is relevant to one’s life.
-It makes one understand the value of learning on one’s life.
-answer questions w/ WHY and HOW.
WEEK 5.
LEARNING TARGETS
-statements of student’s performance for relatively restricted type of learning outcome
that will be achieved in a single lesson or restricted type of learning outcome that will be
achieved in a single lesson.
-statements on what learners are supposed to learn and what they can do because of
instruction.
TYPES OF LEARNING
1. KNOWLEDGE TARGETS
-refers to the factual, conceptual, and procedural information that learners must
learn in a subject or content
2. REASONING TARGETS
-knowledge-based thought process that learners must learn.
-involves application of knowledge in problem-solving, decision making, and other
task that requires mental skills.
3. SKILLS TARGETS
-use of knowledge and/or reasoning to perform or demonstrate physical skills.
4. PRODUCT TARGETS
-use of knowledge, reasoning, and skills in creating a concrete or tangible product.
WEEK 7
DIFFERENT CLASSIFICATIONS OF ASSESSMENT
CLASSIFICATION
1. PURPOSE
 EDUCATIONAL
 PSYCHOLOGICAL
2. FORM
 PAPER-AND-PENCIL
 PERFORMANCE-BASED
3. FUNCTION
 TEACHER-MADE
 STANDARDIZED
4. KIND OF LEARNING
 ACHIEVEMENT
 APTITUDE
5. ABILITY
  SPEED
 POWER
6. INTERPRETATION OF LEARNING
 NORM-REFERENCED
 CRITERION-REFERENCE
EDUCATIONAL ASSESSMENT
-used for setting in the school setting for tracking the growth of learners and grading
their performance.
-during is done where the teacher stops at a certain parts of teaching episodes to ask
the learners question, assign exercises, short essay, board work, and the others task.
PSYCOLOGOGICAL ASSESSMENT
-such as test and scales, are measures that determine the learners cognitive and non-
cognitive characteristics.
-used by the school guidance counselor or to perform interventions on the learner’s
academics, career, and social and emotional development.
PAPER-AND-PENCIL
-are cognitive task that require a single correct answer.
Such as recalling, understanding, applying, analyzing, evaluating and creating.
PERFORMACE-BASED
-requires learners to perform a task, such as demonstration, arrive at a product, show
strategies and present information.
-this skill is usually complex and require integrated skills to arrive at the target response.
STANDARDIZED
-have fixed directions for administering and scoring.
They can be purchased w/ test manuals, booklets, and answer sheets.
NON-STANDARDIZED/ TEACHER -MADE
-usually intended for classroom assessment.
-they are used for classroom purpose, such as determining whether learners have
reached the learning target.
-teacher-made can be standardized as long as it is VALID, RELIABLE AND W/A
STANDARD PROCEDURE for administering, scoring, and interpreting results.
ACHIEVEMENT TEST
-measure what the learner have learned after instruction or after going through a
specific curricular program.
-Can be reflected in the final grades of learners with quarter.
APPTITUDE TEST
-acc.to Loghman (2005) the characteristics that influence a person’s behavior that aid
goal attainment in a particular situation.
Refers to the readiness to learn and perform well in particular situation or domain.
SPEED TEST
-consist of easy items that need to be completed w/in a time limit.
POWER TEST
-consist of item w/ increasing level of difficulty, but time is sufficient to compete the
whole test.
NORM-REFERTENCED TEST
-interprets results using the distribution of scores of a sample group.
CRITERION-REFERENCED TEST
-has a given set of standards and that score are compared to the given criterion.
WEEK 8
PLANNING IN WRITTEN A TEST.
TABLE OF SPECIFICATIONS (TOS)
-sometimes called test blue print.
-is a tool used by teachers to design a test.
-is prepared before a test is created. However, it is ideal to prepare one even before the
start of inStruction.
WEEK 9
GENERAL STEPS IN DEVELOPING A TABLE OF SPECIFICATIONS.
1. DETERMIHNE THE OBJECTIVES OF THE TEST.
2. DETERMINE THE COVERAGE OF THE TEST.
3. CALCULATETHE WEIGHT FOR EACHTOPIC
4. DETERMINE THE NUMBER OF ITMES FOR THE WHOLE TEST
5. DETERMINE THE NUMBER OF ITMES PER TOPIC.
DIFFERENT FORMATS OF A TEST TABLE OF SPECIFICATIONS.
 1. ONE-WAY TOS
-maps out the content or topic, test objectives, number of hours spent, and
format, number, and placement of items.
-is easy to develop and use because it just works around the objectives w/out
considering the different levels of cognitive behaviors.
-Cannot ensure that all level of cognitive behaviors
2. TWO-WAY TOS
-reflects not only the content, time spent, and number of items but also the levels
of cognitive behavior targeted per test content based on the theory behind
cognitive testing.
-allows one to see the level of cognitive skills and dimensions of knowledge that
are emphasized by the test
3. THREE-WAY TOS
-reflects the features of one-way and two-wat TOS.
-it challenges the test writer to classify objectives based on the theory behind the
assessment.
-shows the variability of thinking skills by the test.
Takes a much longer to develop.
WEEK 10
MAJOR CATEGORIES AND FORMATS OF TRADITIONAL TEST
SELECTED-RESOPONSE TEST
-requires learner to choose the correct answer or best alternative from several choices.
 MULTIPLE CHOICE TEST
-most commonly used format in formal setting and typically consist of a stem (problem),
one correct or best answer, and three or more incorrect or inferior alternatives.
 TRUE-FLASE OR ALTERNATIVE RESPONSE TEST
-consist of statement and deciding if the statement is true or false.
 MATCHING TYPE
-consist of two sets of items to be matched w/ each other based on a specific attribute.
CONSTUCTED-RESPONSE TEST
-requires learners to supply answer to a given question or problem.
 SHORT ANSWER TEST
-consist of open-ended question or incomplete sentences that are require learners to
create an answer for each item, which is typically a single word or short phrase.
o COMPLETION
-it consists of incomplete statements that are require the learners to fill in the blanks w/
the correct words or phrase.
o IDENTIFICATION

-consist of statements that require the learners to list down all possible answer to the
question.
 ESSAY TEST
-consists of problems/questions that require to compose or construct written responses,
usually long ones w/ several paragraphs.
 PROBLEM-SLOVING TEST
- consists of problems/questions that require to solve problems in quantitative or non-
quantitative setting using knowledge and skills in mathematical concepts and
procedures etc.
 .