ASSESSMENT

in LEARNING
Course Description:

This is a course that focuses on the principles,

development and utilization of conventional assessment
tools to improve the teaching-learning process. It
emphasizes on 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 development and the application in
grading systems.

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CHAPTER 1
BASIC CONCEPTS IN ASSESSMENT

• At the end of the chapter, the students should be able to:

• 1. define the different terms related to assessment;

• 2. differentiate the different assessment procedures; and
• 3. discuss the guidelines for effective student
assessment. 

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ASSESSMENT
The term assessment is derived from the Latin assidere
which means “to sit beside” (Wiggins, 1993).
Assessment refers to the process of gathering data and
information about what students know and can do.
Such information may be sourced through observation
of students during their learning activities, examining the
results of their learning activities or testing their knowledge
and skills. Through assessment, the teacher can find out
what students are learning.

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 Assessment involves review of evidence of learning
such as journal entries, written work, portfolios, skill
demonstrations, performance in learning activities, test
results and rubrics ratings which cover a period of time and
should reveal the progress of students in competencies.
Assessment is the process of documenting knowledge,
skills, attitudes and beliefs usually in measurable terms.
The goal of assessment is to make improvements, as
opposed to simply being judged.

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 The overall goal of assessment is to improve student
learning and provide students, parents and teachers with
reliable information regarding student progress and extent
of attainment of the expected learning outcomes.
Assessment results show the more permanent learning
and clearer picture of the student’s ability.
Assessment is a process by which information is
obtained relative to some known objective or goal. A test is
a special form of assessment.

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 There are different purposes of assessment such as: to
provide feedback to students and to serve as diagnostic
tool for instruction. For this purpose assessment usually
answers the questions, "Was the instruction effective?" and
"Did the students achieve the intended learning outcomes?

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 Assessment is a general term that includes different
ways that the teachers used to gather information in the
classroom. Information that helps teachers understand
their students, information that is used to plan and monitor
their classroom instruction, information that is used to a
worthwhile classroom culture and information that is used
for testing and grading.

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TEST
The most common form of assessment is giving a test.
Since test is a form of assessment, hence, it also answers
the question, "how does individual student perform?" Test
is formal and systematic instrument, usually paper and
pencil procedure designed to assess the quality, ability,
skill or knowledge of the students by giving a set of
question in uniform manner. A test is one of the many types
of assessment procedure used to gather information about
the performance of students.

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TESTING
Testing is one of the different methods used to measure
the level of performance or achievement of the learners.
Testing also refers to the administration, scoring, and
interpretation of the procedures designed to get
information about the extent of the performance of the
students.

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MEASUREMENT
Measurement is the process of determining or
describing the attributes or characteristics of physical
objects generally in terms of quantity.
When we measure, we use some standard instrument to
find out how long, heavy, hot, voluminous, cold, fast or
straight some things are. Such instruments may be ruler,
scale, thermometer or pressure gauge.

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 Measurement is a process of quantifying or assigning
number to the individual's intelligence, personality, attitudes
and values, and achievement of the students. In other
words, express the assessment data in terms of numerical
values and answer the question, "how much?" Common
example of measurement is when a teacher gives scores to
the test of the students such as Renzel got 23 correct
answers out of 25 items in Mathematics test; Princess Mae
got 95% in her English first grading periodic test; Ronnick's
score 88% in his laboratory test in Biology. In the examples,
numerical values are used to represent the performance of
the students in different subjects.

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EVALUATION
Evaluation involves the task of interpreting, forming
conclusions and making judgments about the information
which was gathered in the process of assessment.
Evaluation originates from the root word “value” and so
when we evaluate, we expect our process to give
information regarding the worth, appropriateness,
goodness, validity or legality of something for which a
reliable measurement has been made.

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 Evaluation refers to the process of judging the quality of
what is good and what is desirable. It is the comparison of
data to a set of standard or learning criteria for the purpose
of judging the worth or quality. Example, in judging the
quality of an essay written by the students about their
opinion regarding the first state of the nation address of
Pres. Marcos, evaluation occurs after the assessment data
has been collected and synthesized because it is only in
this time where teacher is in the position to make judgment
about the performance of the students. Teachers evaluate
how well or to what extent the students attained the
instructional outcomes.

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 TYPES OF ASSESSMENT PROCEDURES
Classification Type of Assessment Function of Example of
Assessment Instruments
  Maximum It is used to Aptitude tests,
  Performance determine what achievement tests
Nature of Assessment individuals can do
when performing at
their best.
Typical Performance It is used to Attitude, interest, and
determine what personality
individuals will do inventories;
under natural observational
conditions techniques; peer
appraisal

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 Classification Type of Assessment Function of Example of
Assessment Instruments
  Fixed-Choice Test An assessment tool Standard multiple-
  to measure choice test
  knowledge and skills
  effectively and
Form of Assessment efficiently.
Complex- An assessment Hands-on laboratory
performance procedure used to experiment, projects,
assessment measure the essays, oral
performance of the presentation
learner in contexts
and on problems
valued in their own
right.

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Classification Type of Function of Assessment Example of Instruments
Assessment
  An assessment procedure used to determine Readiness tests, aptitude tests,
  Placement the learner’s prerequisite skills, degree of pretests on course objectives,
  mastery of the course goals, and/or best self-report inventories,
  modes of learning. observational techniques
Use in
classroom An assessment procedure used to determine Teacher-made tests, custom-
instruction Formative the learner’s learning progress, provides made tests from textbook
feedback to reinforce learning, and corrects publishers, observational
learning errors. techniques
An assessment procedure used to determine Published diagnostic tests,
Diagnostic the causes of learner’s persistent learning teacher-made diagnostic tests,
difficulties such as intellectual, physical, observational techniques
emotional, and environmental difficulties.

An assessment procedure used to determine Teacher-made survey test,

Summative the end-of-course achievement for assigning performance rating scales,
grades or certifying mastery of objectives. product scales

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Classification Type of Assessment Function of Assessment Example of Instruments
Criterion-referenced Scores are interpreted in regard to a certain Teacher-made tests,
criterion often stated in the objective. It is custom-made tests from
used to describe student performance textbook publishers,
according to a specified domain of clearly observational techniques
Methods of defined learning tasks. Examples: ex. You
interpreting can make 6 knots in 2 minutes.
results You have named 11 of 15 parts of a
microscope.
Your score is 15.

Norm-referenced It is used to describe student performance Standardized aptitude and

according to relative position in some achievement tests, teacher-
known group. Example: ranks 5th in a made survey tests, interest
classroom of 40. inventories, adjustment
You topped the test. inventories
You are the lowest.  
Your z-score is +2.
Your score is equal to 50%.
 

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