Lesson 6: Assessment

LESSON 6:
ASSESSMENT

INTRODUCTION
Assessment is an essential part of instruction. Its primary role is to
determine whether or not the goals of education and standards of the lesson
are being met. Assessment affects decisions about grades, placement,
advancement, instructional needs, curriculum, and, in some cases, funding.
Assessment inspires us to ask these hard questions: "Are we teaching what we
think we are teaching?" "Are students learning what they are supposed to be
learning?" "Is there a way to teach the subject better, thereby promoting
better learning?"

21 st Century students need to know not only the basic reading and
arithmetic skills, but more importantly, the skills that will allow them to face a
world that is continually changing. They must be able to think critically, to
analyze, and to make inferences. Changes in the skills base and knowledge our
students need require new learning goals; these new learning goals change
the relationship between assessment and instruction. Teachers need to take
an active role in making decisions about the purpose of assessment and the
content that is being assessed.

Time Frame: One week, 9 hours

Objectives
At the end of this lesson, you should be able to:

 reflect on the significance of assessing and evaluating learning;

 differentiate between traditional and authentic assessment; and
 provide samples of both formal and informal assessments.

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 Lesson 6: Assessment

Here is list of statements with an “Agree-Disagree” continuum below each. Put a

cross on the continuum for each statement to indicate how far you agree with it.

1. Assessment is potentially humiliating to the assessed person.

Very much agree Totally disagree

2. Teachers should give their students only positive feedback, in order to raise
confidence and promote feelings of success; negative feedback demoralizes.

Very much agree Totally disagree

3. Giving plenty of praise and encouragement is important for fostering good teacher-
student relationship.

Very much agree Totally disagree

4. Teachers should not let students correct each other’s work, as this is harmful to their
relationship.

Very much agree Totally disagree

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 Lesson 6: Assessment

All these statements are FALSE. Change each statement to correct it. Write/encode your
answers on A4 bond paper.

1. Grading alone may motivate students to study hard.

2. Grades serve both as an effective incentive as well as punishment.

3. Comparing a student to other students is very challenging.

4. Low grades cause most students to work extra hours to attain mastery of skills learned.

5. Only exceedingly bright students are able to earn high graes, while struggling ones lose
their chance of achieving success.

6. The best time to grade students is during the learning process.

7. Students should receive extra grade for effort.

8. It won’t be fair if a student continues working on a task when others have finished doing
their work.

9. Good teaching and learning can only happen with formal grading.

10. Grading and evaluation methods should only be for the information of teachers and not
for students and parents. These will help teachers to plan for improvement in the
delivery of instruction to attain the target objectives and outcomes.

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 Lesson 6: Assessment

1. What is assessment?
2. Why are assessments needed in education?
3. What are the forms of assessments and their advantages?
4. What are the learning targets that should be assessed?
5. What are the authentic assessments that can be used in the classroom?
6. How are assessments scored and recorded?

These questions will serve as your guide as you read the lesson notes on assessment.
Read and understand them well as these will help you in accomplishing the succeeding
tasks.

READ

What is Assessment?

Assessment is the process of determing students competence and progress. It is

the collection, interpretatiion, and use of information to help teachers make better
decisions to improve student learning.

Assessment involves measurement. Measuring may be done by directly

observing or testing behaviors or characteristics and assigning numerical rating to
whatever is measured using an instrument. In other words, assessment of learning is
keeping track of how pupils are learning after instruction. This is a moment-to-moment
occurrence that must be built into the teaching process.

Purposes of Assessment

Assessment is done for the following purposes:

 To test how much knowledge has been mastered by the students after
instruction
 To give feedback on students’ performance in terms of their strengths and
weaknesses
 To have a basis for future action
 To have a basis for rating students

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 Lesson 6: Assessment

 To assess not only breadth but depth of knowledge

 To communicate expectations and what are valued to students and parents

Forms of Assessments
There are two ways of assessing learning:

 Formal Assessment ( paper-and-pencil tests)

 Informal Assessment (discussion of the story read, observation of pupils, etc.)

Whether formal or informal, the forms of assessment may be classified as

traditional and non-traditional/authentic assessment.

Traditional Assessment
Teacher-made paper-and-pencil tsts are the most common forms of assessment.
Some examples are quizzes, seatwork, periodic tests, and similar tests.

Paper-and-pencil tests may follow any of the following formats:

 Short Answer Test

The students are asked questions that need brief responses. There are few
possible answers to the questions.
 Multiple Choice
This test requires the students to choose the best possible answer from among
the given options.
 Free Recall Test
Students are asked to read passages, put them aside,a nd then write down or
retell orally what they can recall about the passages.
 Cloze Test
The test is constructed by eleting every nth word in the passage and simply
requiring the pupils to restore the words that have been deleted.

Non-traditional or Authentic Assessment

This assessment directly measures learning based on the students’ performance
or products indicative of their undertaking a given task. Authentic assessment requires
students to construct responses or perform tasks that need more than recall of
information and concepts. This requires students to demonstrate global application of
relevant component skills and knowledge.

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Traditional Assessment vs. Authentic Assessment

Traditional Assessment Authentic Assessment
 Oftentimes measures memory,  Evaluates students’ learning with
not true learning meaningful tasks directly related
to what has been taught
 Usually through paper-and-pencil;  Students are given the opportunity
tests how much Ss have learned to show what they have learned
through collections of work over
time, performances, exhibitions,
and for demonstrations
 Teaching to the test”  Testing only what has been taught

 Focus is to master the  Focus is to enable to demonstrate

competencies taught the degree of mastery they have
accomplished

Some Beliefs that Support the Use of Authentic Assessment

 Good teaching and learning can happen with or without formal grading.
 Stimulating meaningful curriculum motivates students to work hard; grading alone
may not.
 Students should not be graded during the learning process.
 Grades are somewhat effective as incentives but are not almost effective as
punishment.
 Low grades cause most students to withdraw from learning.
 Reporting grades as averages is unfair.
 Assessment methods that compare students’ performance to specific criteria are
more fair and effective.
 All students should be able to earn high grades; all students should get the grades
they have earned.
 Opportunities to earn credit for improvement, rather than achieving finite criteria,
provide higher incentives for learning.
 Grading and evaluation methods should enable students, parents, and teachers to
plan for improved outcomes on the next attempt.
 Students should be expected to continue working on a task until high-quallity work
is achieved.
 A separate grade for effort should never be given. Only the student knows how
much effort he has expended on an activity.

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 Lesson 6: Assessment

Essential Components of Classroom Assessment

 Purpose – “Why am I doing this assessment?”
 Measurement – “What techniques should I use to gather information?”
 Evaluation – “How will I interpret the results? What performance standards and
ccriteria will I use?”
 Use – “How will I use the results?”

Learning Targets
These are the aspects of student learnig performance that should be assessed in
the classroom which include:

- what students should know or be able to do

- the criteria for judging the level of performance demonstrated

Types of Learning Targets

Knowledge - Student’s mastery of substantive subject matter
- What the students need to know – facts, concepts, principles
Reasoning/Thinking - Student’s ability to reason and solve problems
- Include higher order thinking skills (critical thinking, analysis,
comparison, etc.)
Skills - Student’s abiity to demonstrate achievment- related skills
(highly integrative tasks)
Examples: letter writing, interpersonal interaction/ interviewing
skills, operating equipment correctly and safely, conducting
experiments, operating computers
Products - Student’s ability to create achevement-related products;
highly integrative tasks such as preparing oral presentations,
written reports, art products
Affective Area - Student’s attainment of affective states such as attitude and
values, interests, and self-efficacy

Authentic Assessment Practices to Try

A. Anecdotal Records

An anecdotal record is a recording of factual information about a student. This

can be used to document behavior or social interactions as well as academic goals.

B. Self-Assessment Checklists

These are used to encourage students to reflect on the skills they use in working
on the project. Self-assessment checklist may focus on any of the following:

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 Lesson 6: Assessment

 general skills (planning, information gathering, implementing, sharing of ideas,

and evaluation)
 reflections of self-contribution to the group
 over-all aspects of the project

Inasmuch as self-assessment can provide you with information about aspects of

classroom exxperience from the students’ point of view, here is a guide for
constructing checklist:

 Decide on the outcomes – opinions, attitudes, values, or interests to be

addressed
 Decide on the set of ordered categories to be used; for example, Strongly
Agree, Agree, Disagree, Strongly Disagree
 Word statements as clearly as possible. Statements that are general tend to
have a response “It depends.”
 Encourage students to respond honestly by clearly stating the purpse of self-
assessment.

C. Attitude and Iterest Surveys

Attitude surveys are sets of questions you can use to assess students’ feelings
toward particular subjects. Surveys that assess attitude typically make statements to
which children respond indicating the strength of their feelings in response to given
statements.

Sample Attitude Surveys

Reading Attitude Survey I like to read at home.
Reading is fun at school.
I like reading ore than watching TV.
I like to get books as gifts.
Writing Attitude Survey I like to write.
I llike it hen other people read my writing.
I like to get help when writing.
(Open-ended question: What kinds of writing do you
like the most?)
Interest Inventories Interest inventories are questionnaires aimed at
tapping each student’s interest so that you can
choose materias or activities that would engage
students. Interest inventories could ask:
What are your favorite books?
Where do you like to read?
What do you think you should do to become a better
reader?
What parts of school do you like best?
What tv programs do you enjoy watching? Why?

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 Lesson 6: Assessment

D. Portfolios

Creating a portfolio is a systematic procedure that allows students to collect and

display their work in a given subject area over time, much as an artist does. Portfolios
emphasize students’ strengths and illustrate how they learn rather than what they
know.

A portfolio may take any or a combination of these forms:

1. Audio and vieotaped recordings of readings or oral presentations

2. Writing samples such as dialogues, journal entries, book reports, writing
assignments (drafts and final copies), reading log entries, or other writing
projects
3. Art work such pictures or drawings, graphs, and charts
4. Conference or interview notes and anecdotal records
5. Checklist (by teacher, peers or students)

Each product to be included in a portfolio should meet the following basic criteria:

 It should be selected by the student as an example of work the student is proud

of or otherwise believes represents high-quality work.
 It should be edited and polished to pre-established levels of mastery, as
described by rubrics that the students refer to continuously as they work to
achieve higher levels of performance.

To keep parents up-to-date on how their children are doing in school, you may send
them regular portfolio reports more often than report cards.

Performance-based assessments include:

 interviews explaining
 oral reports summarizing
 role plays retelling
 describing paraphrasing stories/text material

Oral assessments should be conducted on an ongoing basis to monitor

comprehension and thinking skills.

The goal of performance assessment is to create an “exhibit” of all the work

students have done to master certain outcomes or standards.

The chart on the succeeding page illustrates some differences between

traditiional testing and performance assessments.

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 Lesson 6: Assessment

Traditional Testing Compared to Performance Assessment

(Winebrinner, 1996)
Skills to be Mastered Traditional Testing Performance Assessment
Math computation Test with paper and penci Using a catalog of books,
word problem solution make a written plan to
spend P1,500. Do not
exeed P1,500 and do not
spend less than P1,475
total.
Biography Read a biogaphy of a With a partner, choose 2
famous person. Write biographies of persons who
answers on Biography lived during the same
Report Sheet period. You play the role of
one of the persons; your
partner plays the other.
(Use an interview process
to present what you learn.)
For added interest, dress
up as the people you are
portraying.

Scoring and Recording Assessment

In scoring students’ work, you can use point system for objective type
tests as well as partial credit scores for most open-ended, long answer forms.
For most authentic assessments, rating scales or rubrics have been proven
useful.

Rubrics are scoring guides or criteria for rating students’ performance.

The key elements of a rubric are the descriptors for what a perforance is like
within the ful range of possible performance levels.

Functions of Scoring Rubrics

1. Provide uniform, objective criteria for juding a performance assessment

item.
2. Provie established expectations for teachers and students that help them
identify the relationships among teaching, learning, and assessment.

Steps for Creating a Rubric

1. Identify exactly what is to be scored.

2. Define the scale (point range) of the rubric.
3. Develop descriptors for each performance level that describe unique
characteristics.

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4. Assure that the rubric –

a. defines a continuum of quality
b. foccuses on the same criteria
c. validly discriminates performance levels
d. can be reliably rated

Types of Rubric

1. Holistic Rubric- -It assesses the overall quality of the output by relating the parts to the
whole.

2. Analytic Rubric--The whole output is broken up or separated into parts and scored
accordingly.

How RUBRICS are constructed?

1. Determine criteria from learning outcomes.

2. Determine the levels of performance.
3. Decide whether to use an analytic or holistic rubric.
4. Use four levels of performance in order to make each level distinct and avoid tendency
to choose the middle ground”.
5. First determine the qualities expected for the highest level, then those for the lowest
level, and finally, the qualities for the levels that are in between.
6. Use descriptors that convey a single interpretation.
7. For the Content criterion, use topic-specific descriptors in every cell across the different
levels

Examples of levels of performance or scoring levels:

Needs improvement --- Satisfactory---Good --- Exemplary

Fully correct --- Partially correct ---Inadequate --- Wrong answer

Beginning ---- Developing ---Accomplished --- Exemplary

Novice --- Apprentice ---- Proficient ----Distinguished

Numerical scale ( 2-1-0; 4-3-2-1-0)

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 Lesson 6: Assessment

I. Create your own traditional and authentic assessments. From the given list of
sample types of assessments, choose ONE FOR EACH TYPE and create your own test.

A. Traditional Assessment

 Multiple Choice
 Free Recall Test
 Cloze Test
 Short Answer Test

B. Non-Traditional or Authentic Assessment

 Self-Assessment Checklist
 Attitude and Interest Survey
 Interview

II. Creating Rubrics

Create a four-point scoring rubric for any type of writing using the following criteria:
 Focus and Orgnization of Ideas
 Support and Elaboration of Details
 Conventions or Mechanics

Be sure to use descriptors for each performance level to define the unique
characteristics. Use the format below.

Sample Rubric for Any Type of Writing

Criteria 4 3 2 1
Focus and
Organization
of Ideas
Support and
Elaboration
of Details
Conventios
or
Mechanics

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 Lesson 6: Assessment

3-2-1 Assessment

Reflect on what you have understood from Lesson 6 by responding to the

following prompt using the 3-2-1 method. Use A4 sized bond paper for your answers.

Think of :
 3 things you have learned from your lesson (Please elaborate.);
 2 things you want to know more about (Please be specific.); and
 1 question you have about the lesson.

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