EDUC.

32
Assessment in Learning 2
This is a course that focuses on the
principles, development and
utilization of alternative forms of
assessment in measuring authentic
learning.
It emphasizes on how to
assess process-and product-
oriented learning outcomes
as well as affective learning.
Students will experience how to develop rubrics and other assessment
tools for performance-based and product-based assessment.
Lesson # 1- 21 Century Assessment
st

Inevitably the 21 cenruty is here,

st

demanding a lot of challenges, changes,

development, and re-engineering of
systems in different fields for this
generation to thrive.
In the field of education, most of the
changes have focused on teaching and
learning. Preparing and equipping the
teacher to cater to the needs of the
21stcentury learners are part of the
adjustment being done in the education
system.
21stcentury skills must build on the
literacy and numeracy that all students
must master. Students need to think
critically and creatively, communicate and
collaborate effectively, and work globally
to be productive, accountable citizens and
leaders.
These skills to be honed must
be assessed, not just simply to
get numerical results but more
so, to take the results of
assessment as guide to take
further action.
According to Greenstein, 2012
and Schmoker, 2011.
Educators need to focus on these
three challenges:
1. what to teach
2. how to teach
3. how to assess
AND NOW, ARE YOU READY
FOR THESE CHALLENGES?

SO HERE, WE
BEGIN!
Group Activity
Group Activity
1. Make an outline of the assigned
topic.
2. Give a lecturette following the
outline
Group Activity
Topic for each group
Grp. 1- PEACE – Characteristics of
the 21stCentury
Grp 2. Compassion – Instruction
Decision in Assessment
Group Activity
Topic for each group
Grp 3.- Integrity – Assessment in
Classroom Instruction
Grp. 4- Excellence – Outcome-
Based Assessment
Group Output Presentation
Criteria for Scoring
outline presentation – 10
lecturette presentation – 15
group dynamic - 5
Total Score - 30
 RESPONSIV
SYSTEMIC E FLEXIBLE

TECHNICALL Characteristics
Y
SOUND Of the 21st Century INTEGRATE
Assessment D

COMMUNICATE MULTIPLE
INFORMATIV
D METHODS E
 Answer Key
1. Flexible
2. Technically Sound
3. Communicated
4. Multiple Methods
5. Integrated
 Answer Key
6. Responsive
7. Systemic
8. Informative
9. Communicated
10. Communicated
Assessment in Classroom Instruction
CATEGORY PURPOSE
1. PLACEMENT MEASURE ENTRY
ASSESSMENT BEHAVIOR
2. FORMATIVE MONITORS
ASSESSMENT LEARNING PROCESS
3. DIAGNOSTIC IDENTIFIES CAUSES
ASSESSMENT OF LEARNING
PROBLEM
4. SUMMATIVE MEASURES END-OF-
ASSESSMENT COURSE
TYPES OF EDUCATIONAL DECISION

 1. INSTRUCTIONAL
 2. GRADING
 3. DIAGNOSTIC
 4. SELECTION
TYPES OF EDUCATIONAL DECISION
 5. PLACEMENT
 6. GUIDANCE AND
COUNSELING
 7. PROGRAM OR
CURRICULUM
 8. ADMINISTRATIVE POLICY
SEE SAMPLE
OBE
TEMPLATE
Activity # 1: Explore
1. Look for a partner.
2. Do the activity as instructed.
3. Present your output.
Explore:
A. Given the following school
situation/scenario, how would you
apply the 21st Century Assessment
Characteristics? Use the sample
template below. Give at least three.
Scenario
Before the academic year starts, Ms.
Chua, the principal, called the teachers to
a meeting and discussed the plans for the
coming academic year. One of the agenda
of the meeting is the improvement of the
tools and methods that the teachers
utilized to assess students’ learning.
Scenario
As per record, the school utilizes
traditional assessment practices. She
challenged the teachers to present an
updated assessment instrument/tool
that is aligned with the required skills
of the 21st Century
Template
INSTRUMENT FOR WHAT IS HOW OFTEN
S/ IT USED? IS IT USED?
TOOLS (PURPOSE)

It is made after a student

has been admitted to
At the beginning
school to identify who of the school year
needs remediation or may and / or at the
Diagnostic be recommended for
end of the school
enrichment program of
test the school year
Activity # 2: Explore
1. Make a group, of 4 members.
2. Do the activity as instructed.
3. Present your output in a power
point presentation.
Instruction/s:
Identify the current assessment
practices aligned with the 21st
Century assessment fundamentals in
terms of: (use the template)
 21 Century
st Current Assessment Practices including instruments that exemplify the
21st century assessment. Note: Activities and instruments may be
Assessment repeated as long as they exemplify the characteristics

Assessment Activities Assessment Tools/Instruments

1. RESPONSIVE I discussed about literature, for me to Conduct a formative assessment
know if my class understood the
lesson, I will conduct a formative
assessment. In a ¼ sheet of paper, the
student will answer the question:
How does literature mirror your life?
2. FLEXIBLE

3. INTEGRATED
4. INFORMATIVE
 21 Century
st Current Assessment Practices including instruments that exemplify
the 21st century assessment. Note: Activities and instruments may be
Assessment repeated as long as they exemplify the characteristics

Assessment Activities Assessment Tools/Instruments

5. MULTIPLE METHODS

6. COMMUNICATED

7. TECHNICALLY SOUND

8. SYSTEMIC
Assessment vs Evaluation

What's the difference?

What is an assessment?
What's the definition of assessment in
education? Assessment is the systematic process
of documenting and using empirical data to
measure knowledge, skills, attitudes and beliefs.
By taking the assessment, teachers try to
improve the student's path towards learning.
What is evaluation?
 What's the definition of evaluation in education?
Evaluation focuses on grades and might reflect
classroom components other than course content
and mastery level. An evaluation can be used as a
final review to gauge the quality of instruction. It’s
product-oriented. This means that the main
question is: “What’s been learned?” In short,
evaluation is judgmental.
Example:
You’re gifted a flower plant.
Evaluation: “The flower is purple and is too short with
not enough leaves.”
Evaluation is judgmental
 Assessment: “I’ll give the flower some water to
improve its growth.”
Assessment increases the quality
 Relationship between Assessment and
Evaluation
Besides the differences, there are
also some similarities between
assessment and evaluation. The both
require criteria, use measures and
are evidence-driven.
 So, what’s the difference?

Assessment Evaluation

Is ongoing  Provides closure

Improves learning quality Judges learning level
Individualized  Applied against standards
Ungraded Graded
Provides feedback  Shows shortfalls
Process-oriented  Product-oriented
 Assessment vs Testing:
what's the difference?
What is an assessment?
Assessment is the systematic process of
documenting and using empirical data on
the knowledge, skills, attitudes and beliefs.
By taking the assessment, teachers try to
improve student learning.
 Assessment vs Testing:
what's the difference?
What is an assessment?
Assessment is the systematic process of
documenting and using empirical data on
the knowledge, skills, attitudes and beliefs.
By taking the assessment, teachers try to
improve student learning.
What is testing?
What is testing in education? Almost
everybody has experienced testing during
his or her life. Grammar tests, driving
license test etc. A test is used to examine
someone’s knowledge of something to
determine what that person knows or has
learned.
It measures the level of skill or knowledge
that has been reached. An evaluative device
or procedure in which a sample of an
examinee’s behavior in a specified domain
is obtained and subsequently evaluated
and scored using a standardized process.
So, what’s the difference?
Test and assessment are used interchangeably,
but they do mean something different. A test is
a “product” that measures a particular
behavior or set of objectives. Meanwhile
assessment is seen as a procedure instead of a
product.
Assessment is used during and
after the instruction has taken
place. After you’ve received the
results of your assessment, you
can interpret the results and in
case needed alter the instruction.
Tests are done after the
instruction has taken place, it’s a
way to complete the instruction
and get the results. The results of
the tests don’t have to be
interpreted, unlike assessment.
What are the types of assessment?

There are different types of assessment in

education. All assessment methods have
different purposes during and after
instruction. The following slides will tell you
what types of assessment are most important
during developing and implementing your
instruction.
 1. Pre-assessment or diagnostic assessment

Before creating the instruction, it’s necessary to

know for what kind of students you’re creating the
instruction. Your goal is to get to know your
student’s strengths, weaknesses and the skills and
knowledge the posses before taking the instruction.
Based on the data you’ve collected, you can create
your instruction.
2. Formative assessment
 Formative assessment is used in the first attempt
of developing instruction. The goal is to monitor
student learning to provide feedback. It helps
identifying the first gaps in your instruction.
Based on this feedback you’ll know what to focus
on for further expansion for your instruction.
Formative assessment
 This occurs in the short term, as learners are in
the process of making meaning of new content
and of integrating it into what they already know.
Feedback to the learner is immediate (or nearly
so), to enable the learner to change his/her
behavior and understandings right away.
Formative assessment
 Formative Assessment also enables the
teacher to "turn on a dime" and rethink
instructional strategies, activities, and
content based on student understanding and
performance. His/her role here is
comparable to that of a coach.
Formative assessment
Formative Assessment can be as informal as
observing the learner's work or as formal as a
written test. Formative Assessment is the most
powerful type of assessment for improving student
understanding and performance.
 Examples: a very interactive class discussion; a
warm-up, closure, or exit slip; a on-the-spot
performance; a quiz. 
3. Summative assessment
 Summative assessment is aimed at assessing
the extent to which the most important
outcomes at the end of the instruction have
been reached. But it measures more: the
effectiveness of learning, reactions on the
instruction and the benefits on a long-term
base.
3. Summative assessment
 The long-term benefits can be
determined by following students who
attend your course, or test. You are able
to see whether and how they use the
learned knowledge, skills and attitudes.
Summative assessment
 This takes place at the end of a large chunk of
learning, with the results being primarily for the
teacher's or school's use. Results may take time
to be returned to the student/parent, feedback to
the student is usually very limited, and the
student usually has no opportunity to be
reassessed.
Summative assessment
 Thus, Summative Assessment tends to have the least
impact on improving an individual student's
understanding or performance. Students/parents can
use the results of Summative Assessments to see where
the student's performance lies compared to either a
standard or to a group of students (usually a grade-
level group, such as all 6th graders nationally).
Summative assessment
Teachers/schools can use these assessments to
identify strengths and weaknesses of curriculum
and instruction, with improvements affecting the
next year's/term's students.
 Examples: Standardized testing; Final exams;
Major cumulative projects, research projects, and
performances.
4. Confirmative assessment
 When your instruction has been implemented in your
classroom, it’s still necessary to take assessment. Your
goal with confirmative assessments is to find out if the
instruction is still a success after a year, for example,
and if the way you're teaching is still on point. You
could say that a confirmative assessment is an
extensive form of a summative assessment.
5. Norm-referenced assessment
 This compares a student’s performance against
an average norm. This could be the average
national norm for the subject History, for
example. Other example is when the teacher
compares the average grade of his or her students
against the average grade of the entire school.
6. Criterion-referenced
assessment
It measures student’s performances against a fixed set
of predetermined criteria or learning standards. It
checks what students are expected to know and be able
to do at a specific stage of their education. Criterion-
referenced tests are used to evaluate a specific body of
knowledge or skill set, it’s  a test to evaluate the
curriculum taught in a course.
7. Ipsative assessment
 It measures the performance of a student against
previous performances from that student. With
this method you’re trying to improve yourself by
comparing previous results. You’re not
comparing yourself against other students, which
may be not so good for your self-confidence. 
8. Interim/Benchmark Assessment
Evaluates student performance at periodic
intervals, frequently at the end of a grading
period. Can predict student performance on
end-of-the-year summative assessments.
Interim/Benchmark Assessment
 This takes place occasionally throughout a larger time
period. Feedback to the learner is still quick, but may
not be immediate. Interim Assessments tend to be
more formal, using tools such as projects, written
assignments, and tests. The learner should be given the
opportunity to re-demonstrate his/her understanding
once the feedback has been digested and acted upon.
Interim/Benchmark Assessment
Interim Assessments can help teachers identify
gaps in student understanding and instruction, and
ideally teachers address these before moving on or
by weaving remedies into upcoming instruction
and activities.
 Examples: Chapter test; extended essay; a project
scored with a rubric.
Nature of performance-Based
Assessment
A.Meaning and
Characteristics
B.Types of Performance Task
C.Strength and limitations
 Objective/s
Analyze the nature and
essential characteristics of
performance-based
assessment.
GROUP/INDIVIDUAL WORK
ACTIVITY/REPORTING
 GROUP/INDIVIDUAL WORK
ACTIVITY/REPORTING

A. Think of a slogan that would

describe performance-based
assessment. Tell something about your
slogan and share it with the class.
 GROUP/INDIVIDUAL WORK
ACTIVITY/REPORTING

B. Form a group of 3 members.

Brainstorm on the nature of the
performance based-assessment and
create a webbing as a graphic
organizer.
GROUP/INDIVIDUAL WORK
ACTIVITY/REPORTING

Performance-
Based
Assessment
 GROUP RESEARCH ACTIVITY
and REPORTING

Topics:
1. Defining the Purpose of
Assessment
2. Identifying Performance Task
3. Developing Scoring Schemes and
Rating Performance
Central Tendency
Central Tendency
Check Up Test:

Using the Raw Scores below, do the following

activities:
1. Master Sheet
2. Ranking Scores
3. Score Distribution
4. Frequency Distribution
5. Finding the Absolute Mean of Ungrouped Data
(Long Method)
Check Up Test:

6. Finding the Mean of Grouped Data Using the

Mid-Point Method
7. Finding the Mean of Grouped Data Using the
Short method
8. Finding the Median Through the Group (upward)
Method Using the Lower Limit
9. Finding the Median Through the Group (downward)
Method Using the Upper Limit
10. Refined Mode
Check Up Test:

45 65 75 55 49
95 88 89 98 65
97 49 48 78 77
77 75 88 85 50
55 88 92 59 60
 How would you describe yourself?

Example: clean ____ ____ ____ ____ ____ ____ ____ dirty
3 2 1 0 1 2 3