Mater Dei College

Tubigon, Bohol

LEARNING MODULE

NAME: _____________________________ YEAR & SECTION: ________________

COURSE NUMBER : SSE 116
COURSE TITLE: ASSESSMENT AND EVALUATION IN SOCIAL SCIENCES

WEEK 4

COURSE LEARNING OUTCOME

 Critically analyses the process and use of various methods of assessment and evaluation in
Social Sciences;

STUDENT LEARNING OUTCOMES

1. describe major characteristics of classroom assessment

LEARNING CONTENT: CHARACTERISTICS OF CLASSROOM ASSESSMENT

A. INTRODUCTION
Classroom Assessment is an ongoing process through which teachers and students interact to
promote greater learning. The assessment process emphasizes data collection of student performance
to diagnose learning problems, monitor progress, and give feedback for improvement.

B. LESSON CONTENT
1. Effective assessment of student learning begins with educational goals.
Assessment is not an end in itself but a vehicle for educational improvement. Its effective
practice, then, begins with and enacts a vision of the kinds of learning we most value for students
and strive to help them achieve. Educational values/ goals should drive not only what we choose to
assess but also how we do so. Where questions about educational mission and values are skipped
over, assessment threatens to be an exercise in measuring what's easy, rather than a process of
improving what we really care about.
2. Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and revealed in performance over time.
 Learning is a complex process. It entails not only what students know but what they can do with
what they know; it involves not only knowledge and abilities but values, attitudes, and habits of
mind that affect both academic success and performance beyond the classroom. Assessment should
reflect these understandings by employing a diverse array of methods, including those that call for
actual performance, using them over time so as to reveal change, growth, and increasing degrees of
integration. Such an approach aims for a more complete and accurate picture of learning, and
therefore, firm base for improving our students' educational experience.
3. Assessment works best when it has a clear, explicitly stated purposes.
Assessment is a goal-oriented process. It entails comparing educational performance with
educational purposes and expectations -- those derived from the institution's mission, from
faculty intentions in program and course design, and from knowledge of students' own goals. Where
program purposes lack specificity or agreement, assessment as a process pushes a campus towards
clarity about where to aim and what standards to apply; assessment also prompts attention to
where and how program goals will be taught and learned. Clear, shared, implementable goals are
the cornerstone for assessment that is focused and useful.
4. Assessment requires attention to outcomes but also and equally to the experiences that lead
to those outcomes.
Information about outcomes is of high importance; where students "end up" matters greatly.
But to improve outcomes, we need to know about student experience along the way -- about the
curricula, teaching, and kind of student effort that led to particular outcomes. Assessment can help
us understand which students learn best under what conditions; with such knowledge comes the
capacity to improve the whole of their learning.
5. Assessment works best when it is ongoing not episodic.
Assessment is a process whose power is cumulative. Though isolated, "one-shot" assessment
can be better than none, improvement is best fostered when assessment entails a linked series of
activities undertaken over time. This may mean tracking the process of individual students, or of
cohorts of students; it may mean collecting the same examples of student performance or using the
same instrument semester after semester. The point is to monitor progress towards intended goals
in a spirit of continuous improvement. Along the way, the assessment process itself should be
evaluated and refined in light of emerging insights.
6. Assessment is effective when representatives from across the educational community are
involved.
Student education is a campus-wide liability, and assessment is a way of acting out that
responsibility. Thus, while assessment attempts may start small, the aim over time is to involve
people from across the educational community. Faculty plays an important role, but assessment's
questions can't be fully addressed without participation by educators, librarians, administrators, and
students. Assessment may also involve individuals from beyond the campus (alumni/ae, trustees,
employers) whose experience can enrich the sense of appropriate aims and standards for learning.
Thus understood, assessment is not a task for small groups of experts but a collaborative activity; its
aim is wider, better- informed attention to student learning by all parties with a stake in its
improvement.
7. Assessment makes a difference when it begins with issues of use and illuminates questions
that people really care about.
Assessment recognizes the value of information in the process of improvement. But to be
useful, information must be connected to issues or questions that people really care about. This
implies assessment approaches that produce evidence that relevant parties will find credible,
suggestive, and applicable to decisions that need to be made. It means thinking in advance about
how the information will be used, and by whom. The point of assessment is not to collect data and
return "results"; it is a process that starts with the questions of decision-makers, that involves them
in the gathering and interpreting of data, and that informs and helps guide continuous
improvement.
8. Through effective assessment, educators meet responsibilities to students and to the public.
There is a compelling public stake in education. As educators, we have a responsibility to the
public that support or depend on us to provide information about the ways in which our students
meet goals and expectations. But that responsibility goes beyond the reporting of such information;
our deeper obligation -- to ourselves, our students, and society -- is to improve. Those to whom
educators are accountable have a corresponding obligation to support such attempts at
improvement. (American Association for Higher Education; 2003)

C. TEACHING- LEARNING ACTIVITIES

Task. Based on the notes above, answer the following questions.

1. It drives on how we do so? ______________________________

2. How can the assessment become most effective? _____________________________
3. Why assessment is a goal-oriented process? ___________________________________
4. How can we improve the outcomes of our assessment? ________________________
5. It contains or consists of a series of loosely connected parts or events. __________________
6. Name atleast one group of participants in educational community aside from teachers and
students. ____________________________________
7. What is the point of assessment? _________________________________
8. What is our deeper obligation -- to ourselves, our students, and society? ________________

D. ANALYSIS

Effective assessment involves representatives from across the educational community: Discuss.
(Not more than 5 sentences)

________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________.

E. ASSESSMENT

Based on the crossword puzzle, identify words that are related to assessment which can also be
found on the lesson content given.

Q W R T Y U I O P A S D F G H J K L M
Z X E C V R E S P O N S I B I L I T Y
A B C F D E F G H I J E K E L M N O P
Q R S T F U V W X Y Z T G V U V W X Y
M N B V C E X Z L K J A H I G F D S A
P O I U Y T C R E W Q N A T S D F G H
A B C D E F G T H I J I K A L M N O P
Q R S T U V W X I Y Z M Q L A S Z W X
E D C R L F V T G V B U Y U H N U J M
I K O A L P R T R X E L P M O C B E T
Y O O R I E N T E D K L M U U I O P T
V G B N M Y U I O K L I E C S D F G H
R W K E T N E I R O E F F E C T I V V
O B L I G A T I I N V A L U U A B C D
E F G H I J E V I T A R O B A L L O C
E P I S O G G B N H T Y U S D W E Q A

F. SYNTHESIS

In classroom assessment, these are the things that would be considered. The assessment should
be the following.
- Learner-Centered
- Teacher-Directed
- Mutually Beneficial
- Formative
- Context-Specific
- Ongoing
- Rooted in Good Teaching Practice
Answer Key: (for task)
1. Educational values/ goals
2. when it reflects an understanding of learning as multidimensional, integrated, and revealed in
performance over time
3. It entails comparing educational performance with educational purposes and expectations --
those derived from the institution's mission, from faculty intentions in program and course
design, and from knowledge of students' own goals
4. we need to know about student experience along the way -- about the curricula, teaching, and
kind of student effort that lead to particular outcomes
5. Episodic
6. Librarians, alumni, people of the community, etc.
7. It is a process that starts with the questions of decision-makers, that involves them in the
gathering and interpreting of data, and that informs and helps guide continuous improvement
8. To improve

Answer Key: (for assessment)

1. EFFECTIVE
2. COMPLEX
3. ORIENTED
4. CUMULATIVE
5. COLLABORATIVE
6. ILLUMINATES
7. RESPONSIBILITY
8. OBLIGATION
9. EFFECT

Q W R T Y U I O P A S D F G H J K L M
Z X E C V R E S P O N S I B I L I T Y
A B C F D E F G H I J E K E L M N O P
Q R S T F U V W X Y Z T G V U V W X Y
M N B V C E X Z L K J A H I G F D S A
P O I U Y T C R E W Q N A T S D F G H
A B C D E F G T H I J I K A L M N O P
Q R S T U V W X I Y Z M Q L A S Z W X
E D C R L F V T G V B U Y U H N U J M
I K O A L P R T R X E L P M O C B E T
Y O O R I E N T E D K L M U U I O P T
V G B N M Y U I O K L I E C S D F G H
R W K E T N E I R O E F F E C T I V V
O B L I G A T I O N V A L U U A B C D
E F G H I J E V I T A R O B A L L O C
E P I S O G G B N H T Y U S D W E Q A