Field Study Ⅱ

CHAPTER Ⅵ: ASSESSMENT OF LEARNING

Assessment
 A measurementof how effectively a student learned
(Reece and Walker 2003).
 The process of measuring learner’s progress in the
attainment of learning standards and 21 st Century learning
skills (DepEd Order No. 55, series of 2016).
Purpose of Assessment
Motivating
Creatinglearning opportunities
Providing grades and feedback
Ensuring quality assurance
Six Principles of Assessment
(Gutierrez 2007)

 Address learning targets or curriculum goals.

 Provide efficient feedback on instruction.
 Use a variety of assessment procedures.
 Ensure that assessment is valid, reliable, and fair.
 Keep record of assessment.
 Interpret and communicate results of assessment meaningfully.
Approaches in Interpreting Assessment
Results
Norm referenced assessment
Criterion referenced assessment
Norm referenced assessment
 A type of standardized test that compares students'
performances to one another.
 Measures the student’s performance compared with the
rest of the students who were given a specific task or
test.
 Example: Sean Xavier is the top of the class.
Criterion referenced assessment
 Measures the student’s condition based on a certain criteria or
related task. It depicts what a student can and cannot do.
 Example: Sean Xavier can recite the poem correctly, clearly, and
properly.

This only shows that Sean Xavier can perform the given task
without comparing his performance to the performance of other
students.
Preparing for Assessment
 Using table of specifications or test blueprint.
 TOS
 A table
or chart that helps teachers align objectives, instruction,
and assessment (Notar et al., 2004).
 Commonly used in constructing summative tests.
 Can be done in One-way or Two-way
10 General Rules in Writing Good Test Items

1. The test item should match the desired learning outcome or

competency. It should measure the behavior and content of an
instructional objective.
2. There should be only one correct or best answer that experts
generally agree. Avoid answers that need a lot of
argumentation or debate.
3. The language used in all the items should be simple, clear,
and definite.
10 General Rules in Writing Good Test
Items
4. The test items should present a clear and definite task. No
ambiguous term should be used.
5. The test item should follow acceptable rules of grammar.
Correct usage, proper use of capitalization and punctuation marks
should be observed. Subject-verb agreement must be correct.
6. All items of the same type should be grouped together. All
true-false items should be group together.
10 General Rules in Writing Good Test
Items
7. The test item should be arrange from the easiest to the most difficult. If
easy items are placed at the beginning of the test the students are motivated
to answer the next succeeding items.
8. More items than actual needed must be prepared. Extra items cam replace
discarded items during review and editing process.
9. A scoring key or key to correction should be prepared. It avoids pattern
clue to the correct answers. Also, in this way, ambiguous items can be
detected.
10. Test items should be prepared in advance. They should be subjected to
review and editing for clarity and conciseness.
Two Basic Types of Test Item
 Select type (Multiple-choice, Matching type, True-
or-False)
 Supply type (Short answers and Essay)
Creating and Using Rubrics
 Authentic assessment: The application of real-world tasks
performed by the students inside the classroom- different
performance tasks.
 Performance-based tasks: Include skills demonstration, group
presentations, oral work, multimedia presentations, and research
projects.
Components Language/AP/ESP Science/Math MAPEH/EPP/TLE

Written works 30% 40% 20%

Performance Tasks 50% 40% 60%

Quarterly Assessment 20% 20% 20%

Creating and Using Rubrics
 Rubrics
 Grading tools that defined a systematic method of scoring
students based on detailed performance standards.
 Most commonly used to grade presentations, papers, portfolios,
speeches, and projects where the grading may be subjective.
 Itis used to standardized the assessment and provide more
consistent grading.
 Provides an outline of expectations for both the teacher and the
student.
Steps in Developing a Scoring Rubric

1. Identify the qualities that will be looked into a student’s

output.
2. Define the criteria from top to bottom level of
performance.
3. Assign a numerical value to each level of performance.
Preparing a Learning Portfolio
 Portfolio
 A container that holds evidence of an individual’s skills, ideas, interests,
and accomplishments (Hart 1994).
 A collection of student work that exhibits students’ effort, progress,
achievements and competencies gained.
 Look like an album or scrapbook or can be online by creating sites-
ePortfolio or Digital Portfolio.
Preparing a Learning Portfolio
 Developmental Portfolio
 A collection of student’s work that has been selected and organized to
show student-learning progress
 Showcase Portfolio
 It shows samples of student’s best work or achievements to
demonstrate mastery at the end of a unit or study