Module 2

VISION
The leading center for academic and technological excellence and prime
catalyst for a progressive and sustainable Quirino Province and Southern
Cagayan Valley.
MISSION
Develop competent and morally upright professionals and generate appropriate
knowledge and technologies to meet the needs of Quirino Province and
Southern Cagayan Valley.
GOALS OF THE COLLEGE OF TEACHER EDUCATION

1. Development of competent teachers in basic education;
2. Preparation of competent teachers supportive to national development goals; and
3. Preservation and promotion of desirable values for a dignified teaching profession.
“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION

EDUC 18: Assessment in Learning 1
MODULE 2
Roles and Ethics of Assessment
Competency:
1. Determine and identify the roles and ethics of assessment.
Discussion:
Assessment is a cyclic process.

As illustrated in Figure 3.1, a 1. DEFINE/REFINE student
learning outcomes
program-level learning outcome are
developed from research and
input from stakeholders. These are 6. DOCUMENT results and outline
aligned with the institutional and needed changes in curriculum, 2. DESIGN ASSESSMENT TOOLS,
instructional materials, or teaching criteria, and standards directly linked
outcomes and mapped to the courses strategies. to each outcome.
within the program through
curriculum mapping. Course learning
outcomes are assessed appropriate
5. IDENTIFY gaps between 3. IMPLEMENT assessment
tools and criteria. Assessment data are tool/s to gather evidence of
gathered, analyzed and interpreted. desired and actual results.
student learning.
Gaps are identified between
desired learning outcomes and actual
results. Data-driven action plans are Figure 3.1
4. ANALYZE and evaluate Assessment
then developed for program the collected data. Implementation
improvement. Changes in assessment Cycle (BC, 2006)
tools, course materials, instructional methods, course prerequisites or learning outcomes are
affected. Goals and objectives are reviewed and refined following evaluation findings. This is
referred to as the feedback loop and the cycle begins anew.
I. Roles of Assessment
There are four roles of assessment used in the instructional process. Miller, Linn & Gronlund
(2009) identified these as functional roles of assessment in classroom Instruction. Analogously,
Nitko (1994) enumerated these as instructional decisions supported by tests.
a. Placement Assessment
Placement assessment is basically used to determine a learner's entry performance. Done

at the beginning of instruction, teachers assess through a readiness pre-test whether students
possess prerequisite skills needed prior to instruction. If prerequisite skills are insufficient, then
the teacher can provide learning experiences to help them develop those skills. If students are
ready, then the teacher can proceed with instruction as planned. An example of a readiness pre-
test is an arithmetic to students who are about to take elementary algebra.
Placement assessment is also used to determine if students have already acquired the
intended outcomes. A placement pre-test contains items that measure knowledge and skills of
students in reference to the learning targets. If students do not fare well, the teacher can proceed
with the planned instruction. However, if students have already achieved the learning outcomes,
then tin teacher may advance the students to a higher cognitive level. This suggests that the
teacher designs more complex problems or activities for the students.
b. Formative Assessment
There is now a shifting from a testing culture to an assessment culture characterized by

the integration of assessment and instruction (Dochy, 2001). This is where formative assessment
comes in. Formative assessment mediates the teaching and learning processes. It is learner-
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
1
“Molding Minds, SHAping Future”
DIFFUN CAMPUS

centered and teacher-directed. It occurs during instruction. It is context-specific since the context
of instruction determines the appropriate classroom assessment technique. Consider the
following examples:
 Muddiest point is a technique that can be used to address gaps in learning. The
technique consists asking students at the end of a lesson to scribble down their answer
to the question "What is the muddiest point in the lecture, discussion, assignment or
activity?
 Background knowledge probe which is a short and simple questionnaire given at the
start of a new lesson to uncover students' preconceptions.
From these we can see that formative assessment is used as feedback to enhance teaching
and improve the process of learning. It is an on-going process; hence learners regularly receive
feedback. And how does this work? For instance, a teacher provides his comments and
suggestions to an essay on climate change submitted by one of his/her students. The student
revises his work before being finally assessed.
Other types of formative assessments include:
1. question and answer during discussion

2. assignments
3. short quizzes
4. teacher observations.
Results of formative assessment are recorded for the purpose of monitoring students’ learning
progress. However, these are not used as bases for students’ marks.
 Positive Effects of Formative Assessment
Black & Wiliam (1998) cited a body of evidence showing that formative assessment can
raise the standards of achievement. Utaberta & Hassanpour (2012) enumerated the positive
effects of formative assessment. They are as follows:
1. Reactivates or consolidates prerequisite skills or knowledge prior to introducing new

material
2. Focuses attention on important aspects of the subject
3. Encourages active learning strategies
4. Gives students opportunities to practice skills and to consolidate learning;
5. Provides knowledge of outcomes and corrective feedback;
6. Helps students monitor their own progress and develop self-evaluation skills;
7. Guides the choice of further learning activities to increase performance; and
8. Helps students to feel a sense of accomplishment.
 Attributes of an Effective Formative Assessment
Melmer, Burmaster & James (2008) delineated five key attributes of an effective formative
assessment. In order for formative assessment to be effective, it requires the active involvement
of students in the learning process through self- and peer assessment. Through immediate
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constructive dialogue and feedback, instructional adjustments are made as appropriate and
necessary. Learning opportunities are provided to help students in bridging the gap between their
current performance and the articulated learning goals or standards. As partners in the teaching
and learning process, a collaborative environment is produced – one that is characterized by
transparency, respect and appreciation of difference.
1. Learning Progressions. Learning progressions should clearly communicate the sub

goals of the ultimate learning goal.
2. Learning Goals and Criteria for Success. Learning goals and criteria for success
should he clearly identified and communicated to students.
3. Descriptive Feedback. Students should be provided with evidence-based feedback that is

linked to the intended instructional outcomes and criteria for success. Hattie & Timperley
(2007) constructed a model of feedback to enhance learning. Refer to Figure 3.2.
Discrepancies (or gaps) in the students’ current actual performance and desired goal
attainment can be reduced by both teacher and students through effective feedback that
answers three vital questions: Where am I going? How am I going? Where to next? To
discourage students from rote and superficial learning and incite them to do more,
assessment feedback must address all three questions previously mentioned. Effective
feedback can operate on any of four levels: task, process, self-regulation and self-level.
4. Self- and Peer-Assessment. Both self and peer-assessment are important for providing
students an opportunity to think metacognitively about their learning
5. Collaboration. A classroom culture in which teachers and students are partners in

learning should be established.
c. Diagnostic Assessment
Diagnostic assessment is intended to identify learning difficulties during instruction. A

diagnostic test for instance can detect commonly held misconceptions in a subject. Contrary to
what others believe, diagnostic tests are not merely given at the start of instruction. It is used
to detect causes of persistent learning difficulties despite the pedagogical remedies applied by
the teacher. This is not used as part of a student’s mark of achievement.
It helps to determine why the academic and/or behavioral needs are occurring and
identifies what the student needs to learn. It provides teachers with information about student’s
prior knowledge and misconceptions before beginning a learning activity.
d. Summative Assessment
Summative assessment is done at the end of instruction to determine the extent to which
the students have attained the learning outcomes. It is used for assigning and reporting grades
or certifying mastery of concepts and skills. An example of summative assessment is the written
examination at the end of the school year to determine who passes and who fails.
There is another form of assessment called interim assessment. Interim assessments have
the same purpose as formative assessments, but these are given periodically throughout the
school year. They prepare students for future assessments. For example, to predict which
students are on course to succeed in a national achievement test or high school/college admission
test, the school gives interim tests to students every eight weeks. Interim assessments fall between
formative and summative assessments. They allow comparison of assessment results to aid in
decision-making at the micro (classroom) and meso (school and district) levels. As such, interim
assessments are instructional, predictive and evaluative. They are differentiated from
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DIFFUN CAMPUS

instructionally embedded formative assessments that are given frequently or summative
assessments that have greater scope and longer cycle duration.
II. ETHICS OF ASSESSMENT

Teachers’ assessment has important long-term and short-term consequences of students;
thus, teachers have an ethical responsibility to make decisions using the most valid and reliable
information possible.
Fairness is an ETHICAL VALUE.
Aspects of FAIRNESS:
a. Students’ Knowledge of Learning Targets and Assessments
✓ This aspect of fairness speaks of TRANSPARENCY.
 TRANSPARENCY
 disclosure of information to student about assessment. This includes what
LEARNING OUTCOMES are to assessed and evaluated, weighting of items, allocated time in
completing the assessment and grading criteria or rubric

✓ Students can adequately prepare and recognize the importance of assessment.
✓ Students become part of the assessment process.
✓ Assessment becomes learner-centered.
TEST-TAKING SKILLS
 Reading the directions carefully.
 Previewing the test.
 Answering easy items first.
 Reading the stem and all the options before selecting an answer.
 Marking vital info in the stem
 Eliminating alternatives.
 Managing test time effectively.
b. Opportunity to Learn
✓ McMillan (2007) asserted that fair assessments are aligned with instruction that
provides adequate time and opportunities for all students to learn.
✓ Give the students enough experiences to process information and develop their skills.
c. Prerequisite Knowledge and Skills
✓ Students may perform poorly in an assessment if they do not possess background
knowledge and skills. Prerequisite knowledge or skills is important.
✓ It would be improper if students are tested on the topic without any attempt or effort to
address the gap in knowledge or skill. the problem is compounded if there are
misconceptions. The need for action and correction is more critical.
d. Avoiding Student Stereotyping

 STEREOTYPE
 A generalization of a group pf people based on inconclusive observations of a small
sample of this group.
Common stereotypes are:
 Racial: saying that all Blacks are good at sports is a stereotype, because it's grouping the
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race together to indicate that everyone of that race is a good athlete.
 Sexual: any feminine man is gay and any masculine woman is a lesbian. Those who believe
gay stereotypes may also believe that homosexuality is immoral, wrong and an
abomination.
 Gender Remarks
Men are strong and do all the work.
Men are the "backbone."
Women aren't as smart as a man.
Women can't do as good of a job as a man.
Girls are not good at sports.
Guys are messy and unclean.
Men who spend too much time on the computer or read are geeks.
✓ Stereotyping is cause by preconceived judgements of people ones come in contact with
which are sometimes unintended.
✓ It is different from discrimination which involves acting out one’s prejudicial opinions.
✓ Stereotypes may either be positive or negative.
✓ Teachers should avoid terms and examples that may be offensive to students of different
gender, race, religion, culture or nationality.
✓ Stereotypes can affect student’s performance in examinations.
e. Avoiding Bias in Assessment Tasks and Procedures

✓ Assessment must be free from bias.
✓ Fairness demands that all learners are given equal chances to do well and get a good
assessment.
 TWO Forms of Assessment Bias
 OFFENSIVENESS:
 Happens if test-takers get distressed, upset or distracted about how an individual
or a particular group is portrayed in the test.
 UNFAIR PENALIZATION:
 Harms student performance due to test content, not because items are offensive
rather, the content caters to some particular groups from the same economic
class, race, gender, kdpy., leaving other groups at a loss or disadvantage
 It causes distortion and greater variation in scores which is not due to differences
in ability.
 DISPARATE IMPACT
 Substantial variation or disparity in assessment scores between 2 student
groups
f. Accommodating Special Needs
✓ Teachers need to be sensitive to the needs of students

✓ Certain accommodations must be given especially for those who are physically and
mentally challenged.
✓ Sec. 12 of R.A. 7277, “ An Act Providing for the Rehabilitation, Self-Development, and
Self-Reliance of Disabled Person and their Integration into the Mainstream of Society
and for Other Purposes.”
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DIFFUN CAMPUS

✓ Sec. 32 of CHED Memorandum 09, s. 2013 on “Enhanced Policies and Guidelines on
Student Affairs and Services.
 Six Categories of Accommodations

1. Presentation
✓ Repeat directions, read aloud, use large print
2. Response
✓ Mark answers in test booklets, permit response via digital recorder or
computer, use reference material like dictionary
3. Setting
✓ Study Carrel, Separate Room, preferential seating, individualized or small
group, special lighting
4. Timing
✓ Extended time, frequent breaks, unlimited time
5. Scheduling
✓ Specific time of the day, subtests in different order, administer test in several
timed session
6. Others
✓ Special Preparation techniques and out-of-level tests
 Three Elements
1. Nature and extent of the learner’s disability.
2. Type and format of assessment
3. Competency and content being assessed.
g. Relevance
✓ Assessment should be set in a context that students will find purposeful.
✓ Assessment should reflect the knowledge and skills that are most important for
students to learn.
✓ Assessment should support every student’s opportunity to learn things that are
important.
✓ Assessment should tell teachers and individual students something that they do not
already know.
h. Ethical Issues
✓ Asking pupils to answer sensitive questions like their sexuality or problems in the
family are unwarranted especially without the consent of the parents.
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References:
Pastor, G. and Santos Z. (2009) “Psychological Measurement and Evaluation”. Rex Book
Store, Manila
Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Lorimar

Publishing, Inc., Quezon City
Calmorin, P. (2004). Measurement and Evaluation. National Book Store, Mandaluyong City
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 1. Adriana Publishing Co.,

Inc., Quezon City
De Guzman E. & Adamos J. (2015). Assessment of Student Learning 1. Adriana Publishing

Co., Inc. Cubao, Quezon City, Manila.
Paler-Calmorin, Laurentina (20110. Assessment of Student Learning 1. Rex Book Store, Inc.
Sampaloc, Manila.
VISION MISSION
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VISION

GOALS OF THE COLLEGE OF TEACHER EDUCATION

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Assessment is a cyclic process.

Placement assessment is basically used to determine a learner's entry performance. Done

There is now a shifting from a testing culture to an assessment culture characterized by

COLLEGE OF TEACHER EDUCATION

Other types of formative assessments include:

1. question and answer during discussion

 Positive Effects of Formative Assessment

1. Reactivates or consolidates prerequisite skills or knowledge prior to introducing new

2. Focuses attention on important aspects of the subject

3. Encourages active learning strategies

4. Gives students opportunities to practice skills and to consolidate learning;

5. Provides knowledge of outcomes and corrective feedback;

7. Guides the choice of further learning activities to increase performance; and

8. Helps students to feel a sense of accomplishment.

 Attributes of an Effective Formative Assessment

COLLEGE OF TEACHER EDUCATION

1. Learning Progressions. Learning progressions should clearly communicate the sub

3. Descriptive Feedback. Students should be provided with evidence-based feedback that is

5. Collaboration. A classroom culture in which teachers and students are partners in

Diagnostic assessment is intended to identify learning difficulties during instruction. A

COLLEGE OF TEACHER EDUCATION

II. ETHICS OF ASSESSMENT

d. Avoiding Student Stereotyping

COLLEGE OF TEACHER EDUCATION

e. Avoiding Bias in Assessment Tasks and Procedures

f. Accommodating Special Needs

✓ Teachers need to be sensitive to the needs of students

COLLEGE OF TEACHER EDUCATION

 Six Categories of Accommodations

COLLEGE OF TEACHER EDUCATION

Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Lorimar

De Guzman, E. and Adamos, J. (2015). Assessment of Learning 1. Adriana Publishing Co.,

De Guzman E. & Adamos J. (2015). Assessment of Student Learning 1. Adriana Publishing

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