ASSESSMENT AS AN

INTEGRAL PART OF
TEACHING
“ I ENJOY TEACHING BUT
ASSESSING AND
CORRECTING PAPERS
REDUCE MY LOVE FOR
TEACHING.”
At the end of the Chapter, the student should be able to:
Differentiate among diagnostic, formative and
summative assessment
Cite ways to do traditional and authentic assessment;
Distinguish between traditional and authentic
assessment, norm-referenced and criterion-referenced
assessment, contextualized and decontextualized
assessment;
Explain marks of quality assessment and
Discuss current trends in assessment
 ASSESSMENT IN THE
CONTEXT OF
TEACHING -LEARNING
 Diagnostic assessment

Formative assessment

Summative assessment
 Diagnostic assessment

This form of pre-assessment that allows a teacher to

determine individuals student’s prior knowledge including
misconceptions before instruction.

Basis comparison to determine how much learning has

taken place after the learning activity is completed
 Formative assessment
Formative assessment takes place during instruction to
provide the teacher with information regarding how well
the learning objectives of given learning to get ongoing
learning activity are being met.
Feedback to improve their teaching and for students to
improve their learning.
Identify their strengths and weaknesses and target areas
that need work.
“Assessment for learning”
Assessment FOR Learning:
Informal-formative-alternative assessments can best
serve the purpose of assessment FOR learning as they
continuously inform and guide instruction, and help
students become better learners. Assessments are
integrated with instruction and help teachers monitor
students’ progress, identify their learning needs and
adjust their instruction accordingly. They also give
feedback to students and help them become self-
directed, metacognitive and successful learners.
 Summative assessment
Evaluate student learning at the end of a
defined instructional period.
“ assessment of learning “
Assessment OF Learning:
At the same time, there are also various informal-
formative-alternative assessments (recitals, visual and oral
presentations, etc.) that can give a picture of what the
students have actually learned after instruction, providing
evidence of learning and certifying competency, hence
serving the purpose of assessment OF learning.
Assessment AS Learning:
Informal-formative-alternative assessments can also very
well serve the purposes of assessment OF and AS
learning. There are various informal-formative-alternative
assessment strategies (e.g. journals, self and peer
assessments) that can help students become self-reflective
and be good managers of their own learning, making
adjustments and developing more effective learning
strategies, hence serving the purpose of assessment AS
learning.
Traditional
assessment
Authentic
assessment
TRADITIONAL ASSESSMENT
refer to conventional methods of testing, usually standardized and use pen
and paper with multiple-choice, true or false or matching type test items.

Selected-response Constructed- response

Type type

Paper-and-
pencil test
(Traditional
Assessment)
Selected-response Type Constructed- response type

Alternate response (T-F, Yes – Short answer

No; √–x)

Multiple choice essay

Matching type Problem solving

AUTHENTIC ASSESSMENT
refer to assessments wherein students are
asked to perform real-world tasks that
demonstrate meaningful application of what
they have learned.
NORM AND CRITERION-
REFERENCED ASSESSMENT
 CONTEXTUALIZED AND
DECONTEXTUALIZED
ASSESSMENT
In contextualized assessment, the focus is on the On the other hand, decontextualized assessment includes
students' construction of functioning knowledge. written exams which are suitable for assessing declarative
It is the students' performance in their application
of knowledge and skills in the real work context
of the discipline area. Contextualized assessment
makes use of performance-based tasks which are
authentic in nature. They reflect "real-life" (i.e.,
outside of the classroom) tasks and require
students to utilize higher order thinking skills
(Crotty, 1994; Leon & Elias, 1998) to fulfill on
demand duties and tasks.
A student may have mastered the rules of subject-
verb agreement, gets a perfect score in a multiple
choice test on subject-verb agreement but when
he/she delivers a speech in real life, fails to
observe subject-verb agreement rules.
knowledge, and do not necessarily have a direct
connection to a real-life context (Biggs, 2011). It focuses
on declarative knowledge and/or procedural situations
detached knowledge in artificial from the real work
context. Both contextualized and decontextualized
learning and assessment have their role in evaluating
learning outcomes. In practice, Biggs and Tang claim
(2011) decontextualized assessment has been
overemphasized compared to the place declarative
knowledge has in the curriculum. Both declarative
knowledge and real-life application of that knowledge
must be assessed appropriately. A common mistake is to
assess only the lead-in declarative knowledge. not the
functional knowledge that emerges from it (Biggs and
Tang, 2011).
ESTABLISHING HIGH QUALITY
ASSESSMENTS
1. Quality assessments are in accordance with contemporary view of active learning
and motivation. This means that learners discover and construct meaning; set, plan and
work to realize their goals: associate and link new information with existing knowledge in
meaningful ways; think critically and creatively; develop self-monitoring skills; have
positive expectations for learning and confidence in their skills; are enthusiastically and
internally motivated to learn; apply what they learn to real-world situations; and
communicate effectively." " (Santrock, 2009) The message is clear. High quality
assessments involve learners in the assessment process beginning with the setting of goals,
monitoring of their own learning and in building self-confidence because learners are
intrinsically motivated . to learn. High quality assessments are not just a meaningless
reproduction of •knowledge learned but linking information to other bits of information
meaningfully while thinking critically and creatively to apply what they learn to real-world
situations. In short, high quality assessments are contextualized, not decontextualized.
2. Assessment of high quality is valid. Assessment is valid if it
measures what it is supposed to measure, i.e., how well the
learning outcomes have been attained. A teacher must be true to
his/her intended learning outcome/s. The idea of the alignment of
intended learning outcomes, teaching-learning activities and
assessment is what John Biggs (2003) called constructive
alignment, the essence of outcome-based education.
3. Assessment of high quality is reliable. Assessment is reliable when the test
produces consistent scores. If you give a test-retest in Math and find out that those
who got high scores in the first take also got high scores in the second take of the
same test and those who got low scores in the first take also got low in the re-test of
the same test, then the assessment in 'Ir the opposite happens such that those who
scored high in the first take got low scores in high in the and that those who got low
in the first take scored high in the re-take, then the assessment is not reliable.
4. Assessment of high quality is fair. It is fair if it assesses what it is supposed to be assessed
as stated in the learning outcome "Is sup expected to have been taught. This is the principle
of constructive alignment in action. Obviously, assessing learners on something they have
not been taught is unfair.
Assessment is also unfair if it is biased against subgroups of students. Examples are: 1)
when negative stereotypes of particular subgroups are included in the test. An example is
when the lest item portrays males in high-paying and prestigious jobs and females in low-
paying and less prestigious jobs; 2) when assessment unfairly penalizes a student based on
the students' ethnicity, socio-economic status, gender, religion and disability (Hargis, 2006).
For example, when a teacher decides to see how well students can collaboratively solve
problems which requires students to work together synchronously online where only affluent
students who can afford to have laptops and internet connectivity can participate while
students from the lower economic status will be deprived of the collaborative problem
solving.
CURRENT TRENDS IN ASSESSMENT HERE
ARE CURRENT TRENDS IN ASSESSMENT
CITED BY SANTROCK (2009):
1. Using at least some performance-based assessment
2. Examining higher-level cognitive skills and emphasizing integrated rather than
isolated skills –
. 3. Using multiple assessment methods
4. Having high performance standards including world-class standards for
interpreting assessment results
5. Involving students in all aspects of assessment
. 6. Making standards and criteria public rather than private and secretive
7. Using computers as part of assessment