COLEGIO DE SAN JOSE

Member: Daughter of Charity St. Louise da Marillac Educational System

E. Lopez St. Brgy. Our lady of Fatima Jaro, Iloilo City

Education 308
Assessment of Learning 1
Module 1

LEONIE ANN PADIN BSED 3 English

Term : Prelims
Module :1

I. Intended Learning Outcomes

1. Integrate instruction and assessment
2. Compare and contrast testing, measurement, assessment and evaluation
3. Discuss the uses of classroom assessment
4. Compare and contrast assessment of, assessment for and assessment as
5. Illustrate the recent trends in classroom assessment

II. The Role of Assessment in Teaching

III. Materials/Resources
Classroom Assessment by McMillan

IV. Overview
Every activity ends with evaluation. In the classroom, instruction usually ends with giving the
test to check if the objectives were realized. Assessment are used by the teachers in making
decisions. Evaluation, assessment, measurement and test maybe viewed as synonymous
terms but are different from each other. This module will help you gain knowledge of the
differences of test, measurement, assessment and evaluation and some concepts related to
assessment.

V. Activity

Lesson 1
A. Classroom life is fast paced, hectic and complex. Within the day the teacher’s tasks
are varied, the most difficult is decision – making. In the classroom teacher’s decision is
usually based on gathered data that had been drawn out from the results of the test and
whatever assessments that were administered.
A.1. Give the definitions of the following terms:

a. Test – is an instrument used to measure the intelligence and achievement of pupils in

different school subjects for admission and classification and for giving grades. Also a
device to determine the capacity or ability of an individual and to find out whether
learners had mastered the basic objectives.
 b. Measurement – it implies quantitative value and includes application of statistical
techniques to the interpretation of obtained measures. Also use to appraise educational
processes for which instruments are available.

c. Assessment – is a comprehensive multi-faced analysis of performance. It has to be

personal and judgment-based. It involves the use of the variety of techniques and
involves integration of information in a summary judgment.

d. Evaluation – it involves data gathering. Making the value judgment about products,
activities and programs. Also a process of determining the amount and quality of growth
based on clearly defined purposes. It is an act of placing value on the result of teaching.

A.2. Assessment can be given before instruction, during instruction or after instruction. Discuss the
purposes of assessment given in each of these situations.

1. Before instruction- help to differentiate instruction. It also helps the learning process by identifying
misconceptions and pinpointing a starting points for learning. Pre-assessments are conducted at the
beginning of learning event. There is usually no grade attached to the assessment.

2. During instruction-Assessments conducted during the learning process are usually done to gauge
where a learner is. These are helpful to pinpoint if learners are progressing or have a misconception
that needs to be cleared up before the learner can grow. These assessments are either formative or
summative and graded or not graded.

3. After instruction-is used to determine if the learner met the learning outcomes or objectives. It is
either summative or formative. Many are summative. It is often completed for a grade.

Assessment before Instruction

Before beginning a unit of study, a teacher assesses primarily to gauge students’
needs. When teachers plan a unit, along with their curriculum and standards, they
reflect on what they have learned about student learning from previous experience
with the topic. They recall misconceptions that students often have and areas that
have proven to be particularly difficult. Records of tests and quizzes give them useful
information about the effectiveness of previous instruction. This kind of information
is useful and important as a foundation for planning, but it is only the beginning.
Every teacher knows that all students are different and that all groups of students
have their own strengths and personalities. Individual students also vary in the type
of previous instruction they have had, as well as the understanding and interest they
bring to a new topic.
By conducting discussions, asking students to fill out graphic organizers or write in
journals, teachers can get a sense of students’ understanding about a topic and their
general attitude about the subject. Collecting information about individual student’s
understanding before beginning a unit helps teachers gauge students’ needs and
plan learning activities that increase their motivation to learn and help them succeed.

Assessment during Instruction

During the course of a unit, assessment serves three different purposes:
• To encourage self-direction and collaboration
• To monitor progress
• To check for understanding or to encourage metacognition
Through a variety of kinds of informal assessments such as learning logs, anecdotal
observations, checklists, and conferences, teachers collect information about
students’ skill development and how their’ thinking and understanding of the topic is
progressing. This information helps the teacher differentiate instruction by making
on-the-spot decisions, such as taking time out to review a concept before moving
ahead with a scheduled activity or revising a sequence of activities to take advantage
of student interest.

Assessment after Instruction

At the end of a unit, students need to show what they have learned and teachers
need to know what students have learned and what they will take with them from
one unit to the next. These assessments ask students to demonstrate understanding
and skill.
Low-level knowledge about a topic can be assessed through a quiz or test, but
assessing deeper understanding requires different kinds of tasks. When students
plan and carry out performance tasks, they show how well they can apply what they
have learned to authentic situations. These tasks must be carefully designed in order
to elicit the students’ level of understanding and to provide them with opportunities
to demonstrate their learning. Tasks such as reports, essays, presentations, artistic
performances, and demonstrations, allow students to show what they have learned
about content, about working with others, about thinking, and about their own
learning processes.

My source:
https://www.intel.in/content/dam/www/program/education/apac/in/en/documents/assessing-
projects/overview/ap-learning-cycle.pdf

Lesson 2
A. 1. As future teachers it is important to be clear of the terms like “assessment for”,
“assessment of” and “assessment as”. Differentiate the three types of assessment.
Answer:

Assessment for - teacher uses the student’s prior knowledge and serves as the starting point
of instruction. It identifies the proficiency and competency of the student.
Occurs when teachers use inferences about student progress to inform their teaching
(formative assessment)

Assessment of: Working with the range of available evidence that enables staff and the
wider assessment community to check student’s progress and using this information in a
number of ways. An arena for the management and planning of assessment.
It occurs when teachers use evidence of student learning to make judgments on student
achievement against goals and standards (summative assessment).
 Assessment as learning: Reflecting the evidence of learning. The cycle of assessment works
together to set learning goals and share awareness of what they learned and what helps
them learn. Also a combination of the first two assessment purpose.
It occurs when students reflect on and monitor their progress to inform their future
learning goals (formative assessment)

2. Who is the major actor in:

a. assessment of? teacher, students and their parents
b. assessment for? Teacher
c. assessment as? Students

3. Trends have emerged in classroom assessment. Many changes were made to improve
assessment and to make decision making more valid. Study the table below and answer
the task that follow.

From To
Sole emphasis on outcomes Assess process
Isolated skills Integrated Skills
Isolated facts Application of knowledge
Pencil and paper tasks Authentic
Decontextualized tasks Contextualized
Single correct answer Many correct answers
Secret standards Public standards
Secret criteria Public criteria
Individual Group
After instruction During instruction
Little feedback Substantial feedback
Objective test Performance based
Standardized test Informal
External evaluation Student self - evaluation
Single assessment Multiple assessment
Sporadic Continual
Conclusive Recursive

Support the idea that current trends in assessment has more emphasis on formative assessment
and assessment for.

Assessments should be an integrated part of learning and development and demonstrate an

individual’s ability to apply knowledge - rather than just a measure of knowledge at a given time.
Using online exam software opens up a suite of useful tools to simplify creation, delivery and
marking of a range of assessment types. The trends towards flexible delivery, engaging
assessments, automation and a candidate-centric focus are helping organizations move to a
model where assessments are far more effective, and where the students experience is both
positive and engaging. Now at this time of pandemic that we are having online class, it is really a
must that we embrace the current trends and use it correctly.
In formative assessments current trends can check learning to determine what to do next and
then provides suggestions of what to do—teaching and learning are indistinguishable from
assessment. Is designed to assist educators and students in improving learning.
Is used continually by providing descriptive feedback. Usually uses detailed, specific and
descriptive feedback—in a formal or informal report. Is not reported as part of an achievement
grade. Usually focuses on improvement, compared with the student's “previous best” like self-
referenced, making learning more personal.Involves the student.

In Assessment for it checks what has been learned to date.

Is designed for the information of those not directly involved in daily learning and teaching in
addition to educators and students. Usually compiles data into a single number, score or mark
as part of a formal report.Is presented in a periodic report. Is reported as part of an
achievement grade. Usually compares the student's learning either with other students' learning
(norm-referenced, making learning highly competitive) or the standard for a grade level
(criterion-referenced, making learning more collaborative and individually focused).Does not
always involve the student.

4. As a college student you underwent several assessments. Recall from your own
experience an assessment that you think was truly meaningful to you. Explain why it is
so. Explain the nature and purpose of that assessment.

-The assessment that was memorable to me is here in Colegio de San Jose when I take
the entrance examination and interview. At first I was quite nervous for the results can
affect if I really capable in taking the course Bachelor in Secondary Education or that
course maybe not for me and need to shift to other course that is available. I just trust
myself and answer the questions with concentration. I can recall my past lessons and I
evaluate myself that some I have retention and some I got confuse. The multiple choice
is confusing because it feels like all is the correct answer but need to choose the best.
There is an allotted time in every subject and need to pass whether you finish or not.
The nature of assessment is it gives me to measure my progress as learners from what I
learned from Senior high school. It helps in collection of frequent feedback on how to
respond in particular teaching approaches. It has an impact on the self-esteem. The
purpose of assessment is to gather relevant information about student performance or
progress, or to determine student interests to make judgments about their learning
process. The results was good, I pass and qualified in the course that I want. Now I am
3rd year college BSED English, a step closer to my dream.