Module 1 - The Language of Educational Assessment

DAVAO DEL NORTE STATE COLLEGE
Institute of Teacher Education

New Visayas, Panabo City, Davao Del Norte
A Coursepack in
Educ 311
ASSESSMENT
in
LEARNING 1
This is a property of:

Instructor:
________________________________________
Full Name
ELLVAN M. CAMPOS, LPT
IEd Faculty
________________________________________
Course, Year Level & Section
Course: ASSESSMENT IN LEARNING 1
Course Overview
This is a course that gives you the principle, development, and utilization of
conventional assessment tools to improve the teaching-learning process. It emphasizes the use
of assessment of, as, and for learning in measuring knowledge, comprehension, and other
thinking skills in the cognitive, psychomotor or affective domains. It allows you to go through
the standard steps in test construction and development and the evaluation of test results.
The following diagram summarizes the concepts/topics that will be covered in this
course.
The Language of Educational Assessment

 Learning Standards, Outcomes, Objectives, and Indicators
 The K-12 Curriculum Guide
 Student Learning Outcomes
 Educational Measurement, Evaluation, Testing, and Assessment
 Principles and Ideas of Assessment
 The Relationship of Assessment to Learning and Teaching
Assessment for Learning Assessment of Learning Assessment as Learning

 Using Assessment to  Using Assessment as  Using Assessment to
Classify Learning and Support for Achievement Monitor One’s Learning
Understanding and Evaluation  Providing Evidence of
 Examples of Assessment  Examples of Assessment Independent and Strategic
for Learning of Learning Learning
 Feedback in Assessment  Results of the Tools in  Strategies and Tools of
for Learning Assessment of Learning Assessment as Learning
Developing and Using Tests

 Principles of Test Development
 Fundamental of Types of Test and their Purpose
 Qualities of Good Tests and Related Tools
 Considerations in Test Item Development
 Using Technology in Test Development
Analyzing, Interpreting, and Evaluating Test Results

 Test Results and Educational Decision Making
 Fundamental Analytical Techniques
 Fundamental Techniques in Interpreting and Evaluating Test Result
 Using Technologies Used in Test Analysis, Interpretation and Evaluation
Course Outcomes
Upon completion of the course, you are expected to manifest competence in:
1. point out the role of good assessment and its relevance to learners, teachers,
parents and other stakeholders;
2. apply assessment in planning learning goals;
3. indicate ways of making assessment to strategize your own learning;
4. demonstrate their skill in using assessment to determine effective ways to teach
and learn;
5. develop valid conventional assessment tools; and
6. describe the meaning and implication of the data gathered from the respondents.
Course Modules
In order to maximize your learning in this course, this course pack is organized in the
following modules.
MODULE 1: The Language of Educational Assessment

Lesson 1: Learning Standards, Outcomes, Objectives and Indicators
Lesson 2: The K-12 Curriculum Guide
Lesson 3: Student Learning Outcomes
Lesson 4: Educational Measurement, Evaluation, Testing, and Assessment
Lesson 5: Principles and Ideas of Assessment
Lesson 6: The Relationship of Assessment to Learning and Teaching
MODULE 2: Assessment for Learning

Lesson 1: Using Assessment to Classify Learning and Understanding
Lesson 2: Examples of Assessments for Learning
Lesson 3: Feedback in Assessment for Learning
MODULE 3: Assessment of Learning

. Lesson 1: Using Assessment to Plan Future Learning Goals
Lesson 2: Examples of Assessment of Learning
Lesson 3: Results of the Tools in Assessment of Learning
MODULE 4: Assessment as Learning

Lesson 1: Using Assessment to Monitor One’s Learning
Lesson 2: Providing Evidence of Independent and Strategic Learning
Lesson 3: Strategies and Tools of Assessment as Learning
MODULE 5: Developing and Using Tests and Related Topics

Lesson 1: Principles of Test Development
Lesson 2: Fundamental Types of Test and their Purpose
Lesson 3: Qualities of Good Tests and Related Tools
Lesson 4: Considerations in Test Item Development
Lesson 5: Using Technology in Test Development
MODULE 6: Analyzing, Interpreting and Evaluating Test Results

Lesson 1: Test Results and Educational Decision Making
Lesson 2: Fundamental Analytical Techniques
Lesson 3: Fundamental Techniques in Interpreting and Evaluating Test
Results
Lesson 4: Using Technologies Used in Test Analysis, Interpretation and
Evaluation
Each of the 6 modules above described above consists of three to six lessons. The
lessons are designed to be activity-based. In effect, you are expected to be actively involved in
the crafting of your own understandings and meanings pertinent to effective and quality
construction of varied assessment tasks and interpretation of assessment results.
Module
1
The Language of
Educational Assessment
Module Overview
In this module
 Learning Standards, Outcomes, Objectives and Indicators

 The K-12 Curriculum Guide
 Student Learning Outcomes
 Educational Measurement, Evaluation, Testing, and Assessment
 Principles and Ideas of Assessment
 The Relationship of Assessment to Learning and Teaching
Assessment is a vital element in the curriculum as part of the teaching and learning
process. Its major role is to identify the learning needs, monitor learners’ progress and examine
their performance in accordance to the identified student learning outcomes. So, it is frequently
conducted in class discussions. However, you, as a teacher, seldom fail to vary assessment
activities who viewed that assessment is mainly a paper-and-pencil task for learners to comply
and excel, regardless of when to conduct, what is its purpose of conducting, and how to evaluate
the results. Consequently, learners are obliged to focus its preparation in this form of
assessment.
This module discusses the principles, nature, and other important concepts of
assessment that you should understand to promote variety in crafting assessment activities for
your diverse set of learners.
After completion of this module, you are expected to:
1. discuss how learners are taught and assessed in the educational setting;
2. use the DepEd’s curriculum guide in teaching the learners and assessing their
progress;
3. point out various ways on how learners perform and be assessed;
4. discuss how measurement, assessment, testing, and evaluation are manifested in
the conduct of assessment activities;
5. use assessment tasks in line with functions and needs of the conduct of assessment
activities; and
6. establish assessment as an integral part in the teaching-learning process.
Are you now ready? Let’s now proceed to the lessons!

Learning Standards, Outcomes,
Lesson
Objectives, and Indicators
1
Objectives:
This lesson aims to discuss the learning expectations and its importance in the teaching-
learning process with an expectation that the students are able to:
 differentiate the following concepts: learning standards, outcomes, objectives, and

indicators;
 cite specific examples of learning standards, outcomes, objectives, and indicators;
and
 demonstrate how learning standards, outcomes, objectives, and indicators are set
for quality evaluation.
Introduction:
Welcome to Lesson 1 Module 1.
Learners who are well informed about what behaviors are expected of them in a
course/subject or learning activity have a definite guide during the learning activity and are,
therefore, perceived to attain success. Relatively, you, as a teacher, who know very well what
you wish your students to demonstrate or perform will be in the best position to align your
instructional activities to the desired learning outcomes. For both the learners and teachers like
you, learning expectations are very essential in the teaching-learning process.
In this lesson, you will be able to understand the different concepts revolving around
learning expectations, particularly the learning outcomes, indicators, benchmarks, and
standards, which collectively helps achieve the desire of education.
Activity: “Tangram”
Hi! It’s your time to play. Using the tangram pieces below, perform the indicated
steps by drawing what is asked from you.
A tangram is an ancient Chinese puzzle with 7 specific pieces that fit perfectly together
to form a square. Those 7 pieces are 2 large triangles, 1 medium triangle, 2 small triangles, a
square, and a parallelogram. Children enjoy playing with tangrams and using them to create
silhouettes of animals and objects. Presented below is the pieces of a tangram.
Now, it’s time for you to perform this entertaining
puzzle game. Just follow the instructions to you which is
given below.
For the first image to be solved, form a resemblance

of any real object that you can think of. Draw it inside the box
on the left side. For the second image, form a square. Still,
draw it inside the box, but on the right side this time.
Analysis:
After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.
1. Is there a difference you noticed as you do the first and second figures asked from you?
If there is/are, what is/are that/those?
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2. Which figure did you find difficult to form? Why do you think so?
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3. What aspect or concept do you think is necessary for you to form the image in a clear
and efficient way? Why do you think so?
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Abstraction:
There are lots of figures that can be formed using tangram the pieces. So when you
start forming the pieces, it is important that you are given direction on what to do next so that
you will reach the desired image of the figure. That’s why, you find it difficult to accomplish
the first image because you just are not guided clearly.
Fortunately, you, as teachers, are already guided what to discuss in the class before you
even stepped in the classroom, just like what you aimed for in the second figure you solved in
the tangram activity. These guides are not just picked by someone randomly, but an intensive
effort was made to ensure the accuracy, feasibility and appropriateness of information to the
learners. In the Philippine context, broader expectations set by the Department of Education
(DepEd) is classified according to the learning standards as reflected in the curriculum guides
of every subject area. Refer to the figure below for the discussion of the interrelated concepts
of expectations in the
Learning Standards Learning Outcomes

Learning outcomes, sometimes called as
Learning standards are exact written
student learning outcomes (SLO), are
description of what is expected from the
statements to indicate the attainment of the
learners at a certain stage of their education.
subject expectation through exhibiting the
These provide guide on the educational
desired skills, competencies and values.
objectives to be implemented in the
Evidences are stated from the learning
classroom, with no mention on the teaching
outcomes and solicited from the learners to
pedagogies and assessment methods
identify their progress in attaining what is
involved.
expected from them.
List of
Expectations
Indicators Learning Objectives

Indicators are established measures used to Learning objectives are short statement to
determine how well a result has been determine what to expect from the learners
achieved in a particular area of interest. after the course, unit, or lesson. It is presented
Usually, it is a set of measurable to structure specific expectation that will gage
characteristics in which all other educational learners to achievement a broader
measurements are built. expectation.
Application:
These four concepts are important in identifying the learners’ attainment in the class.
The figure below presents an illustrative example of the interconnectedness of learning
standards, outcomes, objectives and indicators.
LIST OF EXPECTATIONS
LEARNING STANDARDS: The learner demonstrates communicative competence through his/
her understanding of Philippine Literature and other texts types for deeper appreciation of
Philippine Culture.
LEARNING OUTCOMES:
Application:The learner observe the correct production of vowel and consonant
sounds, diphthongs, blends, glides, etc. in reading literary texts.
Choose a competency from your specialized field and structure your own
LEARNING OBJECTIVES: Students will be able to identify the diphthongs used in a sentence.
assessment and evaluation cycle with all the necessary components. Afterwards,
discuss the similarities
INDICATORS: and how
To determine difference of these
much a learner hascomponents
performed, theon the next
teacher page.how
will count
many words have identified out of 10 diphthongs being placed.
Assessment:
From your specialized field, arrange a list of expectation by choosing a learning

standard from the given curriculum guide and craft its components. Afterwards, make a
discussion using the question provided on the next page.
LIST OF EXPECTATIONS
Specialization: __________________ Grade Level: ________________
LEARNING STANDARDS: __________________________________________________________

____________________________________________________________________________________
LEARNING OUTCOMES: ___________________________________________________________

____________________________________________________________________________________
LEARNING OBJECTIVES: _________________________________________________________

____________________________________________________________________________________
INDICATORS: _____________________________________________________________________
____________________________________________________________________________________
What is the importance of establishing learning standards, outcomes, objectives and

indicators in attaining educational goals?
You may use you’re an example in your discussion.
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___________________________________________________________________________
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CONGRATULATIONS!
You have just finished Lesson 1 of Module 1. In the next lesson, you will learn the list
of expectations set by the DepEd to their learners. If you are ready, you may now start the
Lesson 2 of Module 1.
Good luck! 😊
Lesson 2 The K-12 Curriculum Guide
Objectives:
This lesson aims to discuss the K-12 Curriculum along with the curriculum guide to be
used by every teacher with an expectation that the students are able to:
 explain the principles behind the K-12 curriculum of the basic education;
 articulate behind the idea of spiral progression of competencies; and
 discuss how the K-12 Curriculum Guide is used; and
 identify the learning objectives from the given learning competency.
Introduction:
You can decide how to teach your learners based on how you know them. You can also
choose the assessment tasks you will conduct to your class as long as it is feasible for your
learners. However, as teachers, you cannot just pick what to teach to your learners. Instead, you
are guided what to information to deliver to the learners across the whole school year of being
in your class.
In this lesson, you will be able to learn how to use the K-12 curriculum guide as
mandated by the Department of Education in determining what to be taught to the learners for
a specific time in every grade level.
Activity: “What my age can do”
Hi! You’re given a chance to develop a new skill. To do this activity, follow the
instructions presented below. Please your answers on the designated spaces.
Given below is the attainment of a specific skill along with the age it is developed. Try
to supply each level with new skill developed at a certain age considering the attainment of the
previous skill presented until all the levels are filled up.
at age
Lea learning how to properly hold a pencil and draw well-defined
3 objects and figures
at age
6
at age
10
at age
16
at age
22
Analysis:
1. Based on the developed skills you have written, is the initial skill learned during the 3rd
year of age important? What do you think will happen if it was not learned well?
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2. Do you think that the skills you have written can all be learned efficiently at the same
age? Why or why not?
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3. Do you think most, if not all, the skills are learned this way? What can be said about
this way of mastering skills?
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Abstraction:
The K to 12 Program of the Department of Education covers 12 years of education,
with additional 2 years for Senior High School (SHS) after the completion of the 4-years Junior
High School (JHS), that aims to enhance the holistic development of the learners and prepare
them to their tertiary education, employment and entrepreneurship. To realize this, the
curriculum has 6 salient features.
Strengthening Early Childhood Education (Universal

Kindergarten)
Building Proficiency through Language (Mother

Tongue-Based Multilingual Education)
Making the Curriculum Relevant to Learners

(Contextualization and Enhancement)
Gearing Up for the Future (Senior High School)
Ensuring Integrated and Seamless Learning (Spiral

Progression)
Nurturing the Holistically Developed Filipino (College

and Livelihood Readiness, 21st Century Skills)
Among those, the spiral progression is emphasized. Spiral progression is an approach

wherein concepts and knowledge are taught to the learners in its simplest form to its complex
forms as the learner progresses. In this curriculum, branches and fields of the different subject
matters are taught during the elementary level, but will only deal with simple ideas, until the
learners reach the higher level in the JHS. This is to ensure the learners’ mastery of skills and
knowledge after each grade level. Just like in the activity, skills are taught and learned at various
level of life to ensure that what has been learned will be used to learn its more complex skill.
As teachers, you are provided by the DepEd with the Curriculum Guide (CG) to be
used in teaching the learners following the spiral progression. In each subject area, there are
specific guide outline objectives, or standards, that each learner should achieve at the end of a
time frame. Also, the guides are specific on what to teach for every week, and when and how
to teach a topic. For you to understand how these are identified, you have to know how to read
the guide of your specific subject area.
The introduction of curriculum guide of each subject area presents the conceptual
framework for every subject, along with the grade level standards that each learner should
achieve in a certain subject at the end of the school year. Also, a series of competency will
follow starting from Grade 1 for Mathematics and English, Grade 3 for Science, and a separate
CG for TLE for every field starting in Grade 7. For Mathematics and Science, the presentation
of the learning competencies, along with the content and performance standards, and learning
materials and equipment that can be used for that competency are presented in the image below.
For TLE, it is just the same with Mathematics and Science, but there are columns for learning
materials and the equipment to be used, as presented below in the image on the next page.
For English, however, the presentation is per quarter of every grade level. The program, grade
level, content and performance standards were presented first table; the integrated language arts
domains for English for the second table; and the learning materials after it. Just refer to the
tables presented below.
Since there are lots of learning competencies to be taught are grouped by quarter in
every grade level, it is hard to determine what to teach each day. The codes inserted in the table
will help you understand what to teach every week. Refer to the images below for the legend
of each code for every subject area.
 Mathematics
 Science
 TLE
For TLE, however, there are different competencies for every field – ICT, Home
Economics, Industrial Arts and Agri-Fishery Arts. For ICT, there are 4 CG’s for the following
groups – computer hardware servicing, technical drafting, illustration, and contact center
services. For Home Economics, there are 8 CG’s for the following groups – beauty care,
caregiving, cookery, dressmaking, front offices services, household services, travel services,
and wellness massage. For Industrial Arts, 8 CG’s for the following groups – automotive
servicing, carpentry, consumer electronics servicing, electrical installation and maintenance,
masonry, plumbing, RAC servicing (DOMRAC), and shield metal arc wielding (SMAW). For
Agri-Fishery Arts, 3 CG’s for the following groups – agri-crop production, aquaculture and
horticulture. In this example, it is taken from the Computer Hardware Servicing of ICT field.
 English
Now, try to scan the competency of your specialized field. What have you observed
with the competencies to be taught in a weekly basis?
Eventually, you will realize that some, if not most, of the competencies are broad and
needs many teaching sessions for it to be accomplished. With that, these competencies need to
be unpacked in a way to determine bits of achievement that can only be attained in a day’s
session. This will likely form the learning objectives to be given to the class, but are still
anchored to the mandated learning competencies from the DepEd’s CG. In doing this, you have
to follow some steps to unpack your competencies.
Analyze the content standards, Determine the component of Construct a learning objective
performance standards and unpacked learning competency that will successfully measure
learning competencies. (know, understand or do). the competencies.
Look for the signal You can simply look on If it’s in the doing
words for knowledge the skills needed to level, make sure that
(noun), skill/s (verb) determine the component you have an objective
and conditions for of the competency. Once for the knowing and
attaining such it's in the doing understanding
competency. component, you have to component.
make sure that the
knowing and
understanding
component had been
attained.
Application:
To illustrate all the concepts discussed, take this sample from Science 6 in the next
page.
The knowledge here pertains to the major organs of the human, particularly the
musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous
system. This is what the learners should know in this competency. Then, the skill they need to
perform is to be able to make and explain. However, the condition in performing the
competency is in the context of a chart showing healthful habits and considering how the
different organ systems work together.
With that, you can now identify that the learning competency concerns until the doing
component, since the context does not stop only in explaining of how the organ systems work
together, but until making a chart as well.
This time, you can now design unpacked competencies to be used for your learning
objectives. In this way, you will be guided on how to attain the competencies based on the
expected performance of the learners. Considering that this is a two-week competency based
on the code, you can construct many unpacked competencies, but I will present just one from
each component.
Try to add more unpacked competencies to attain the content standards, performance
standards, and learning competencies.
Assessment:
Given a specified grade level, quarter and week of your teaching interaction with
your class, identify what competency to teach. If there is more than 1 competency, choose
only one. For TLE majors, choose only one of the four fields and identify what field you
have chosen. For English majors, choose only one domain and identify what domain you
have chosen. For Math and Science majors, reflect what branch based on the competency
code. Then, design one unpacked competency for each component.
1. Grade 7, 2nd Quarter, 3rd week

Code: ____________________
Field/Domain/Branch: ____________________________________________
Competency:
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Unpacked Competency:
Know: ______________________________________________________________
____________________________________________________________________
Understand: __________________________________________________________
____________________________________________________________________
Do.: ________________________________________________________________
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2. Grade 10, 4th Quarter, 5th week
Code: ____________________
Field/Domain/Branch: ____________________________________________
Competency:
____________________________________________________________________
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Unpacked Competency:
Know: ______________________________________________________________
____________________________________________________________________
Understand: __________________________________________________________
____________________________________________________________________
Do.: ________________________________________________________________
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CONGRATULATIONS!
You have just finished Lesson 2 of Module 1. In the next lesson, you will learn the
importance of diversifying learning outcomes to cater he cognitive, psychomotor and affective
aspects of every learner. If you are ready, you may now start the Lesson 3 of Module 1.
Good luck! 😊
Lesson 3 Student Learning Outcomes
Objectives:
This lesson aims to discuss the characteristics and classifications of student learning
outcomes with an expectation that the students are able to:
 discuss the characteristics of student learning outcome;

 categorize learning outcomes as to cognitive, affective and psychomotor behavior;
 distinguish the levels of the three domains of learning; and
 write student learning outcomes following different methods, such as the ABCD
method.
Introduction:
From the previous lesson, learning outcome is indeed a need in the teaching-learning
process as it serves a guide on what the learners will perform at the end of the class. However,
just as your learners in the classroom are diverse, these outcomes should also be diversified.
So, careful consideration should be observed in crafting the learning outcomes.
In this lesson, you will be able to craft effective learning outcomes considering its
characteristics and classifications to effectively consider the learners’ skills.
Activity: “My LEARNER”
Hi! It’s time to make your own learner. Perform the indicated instructions below.
Make sure to complete fill up all the necessary components.
On the next page, there is your learner with all the letters of the word “LEARNER” on
it. Using those letters, find a word, phrase or sentence in which you want that learner to become,
acquire or develop when they finish their schooling stage. Place it beside the corresponding
letter.
Then, on the table below it, state how will your specialized discipline will help that
learner achieve each characteristic/description/skill that you have written for every letter. This
time, your discussion won’t need to the start with the given letter.
L – ___________________________________________________
E – ___________________________________________________
A – ___________________________________________________
R – ___________________________________________________
N – ___________________________________________________
E – ___________________________________________________
R – ___________________________________________________
Using my specialized field, how can I help my learner achieve what I have written in
each letter above?
L
E
A
R
N
E
R
Analysis:
1. Based on all the things that you like to embody your learner when they graduate, what
kind of learner do you envision them to be when they grow? Why do you say so?
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2. As you listed the ideals you want the learners to acquire and the corresponding teaching
and assessment techniques needed for its attainment, do you think that these will be
attained by only a specific technique? Why or why not?
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3. What do you think a teacher, like you, should remember in honing learners holistically?
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Abstraction:
“Give me a dozen healthy infants, well-formed, and my own specified world to bring
them up in and I’ll guarantee to take any one at random and train him to become any type of
specialist I might select — doctor, lawyer, artist, merchant-chief and, yes, even beggar-man
and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his
ancestors.” – John Watson, Behaviorism, 1930
As a teacher, you have the power and authority in class to make your learners what you
want them to be. Thus, you have to realize the sensitivity in molding these learners for their
best. Luckily, you will be guided with what to expect from them as you learn the characteristics
of learning outcomes which portrays significant role in the teaching-learning process. As such,
your learning outcomes should embody the following SMART characteristics. You may refer
to the figure on the right for its description, and an
example for each characteristic will follow below.
 Specific: Instead of telling the learners to bake

a cake, tell them to make a cake for the late
adults with these ingredients in a span of time.
 Measurable: Tasting the cake and giving to the
learners the rate that they can’t understand is a
no-no. But, show them rubrics prior to their
performance so that they will know the scoring
scheme.
 Achievable: You cannot expect the learners to
provide you 3 different types of cakes in a
session, because it is still out of their skill as
they are still learning.
 Relevant: You cannot just expect learners to
perfect a fusion of Caribbean and modern
European cake to be served to a panel of
distinguished bakers; since they can’t relate to
what they do and it’s not what the goal expects
them to develop.
 Time bound: Structuring a cake-making task
to be simple and delicious is enough for a one-
hour session, rather than expecting a grandeur presentation in a short time.
Knowing the characteristics of a learning outcome is a big help to encourage learners’
performance. But, the effectiveness of these outcomes may not be a guarantee, especially if the
learners cannot relate from the tasks. In our modern context which believes that limitations
exist to every learner which also has complexities that are unique to them, you, as a teacher, are
compelled to consider these limitations and cater what is unique for each of them.
From the activity, you have emphasized the complexity every teacher’s desire from
his/her learner, so a variety of outcomes are also needed to cater this diversity. With that, the
three domains of learning should be considered in crafting these outcomes.
Cognitive Domain of Learning. The cognitive domain involves the development of

knowledge and intellectual skills. It answer the question, “What do I want the learners to
know?”. Originally, it was devised by Bloom, Engelhart, Furst, Jill and Krathwohl in 1956 and
was revised by Anderson and Krathwohl is 2001. Presented below summarizes the level of
Revised Bloom’s Taxonomy of Cognitive Domain, along with the outcomes verbs that you can
used in your learning outcomes and some illustrative examples.
Levels of Cognitive Domain Sample Outcome Verbs Sample Learning Outcomes

( Students will be able to: )
REMEMBERING: recall of define, describe, identify, label, state the Newton’s Laws of
previously learned list, match, name, recall, Motion.
information recognize, select, state match the parts of the sewing
machine and its name.
UNDERSTANDING: distinguish, classify, compare, distinguish among the list of
comprehending the meaning, estimate, exemplify, explain, objects that is a rhombus but
translation and interpretation infer, interpret, organize, not a square.
of instructions, and stating a paraphrase, summarize explain the climax of Romeo
problem in one’s own words and Juliet in 3 to 5 sentences.
APPLYING: using what was apply, change, compute, prepare a daily menu for one
learned in the classroom in demonstrate, discover, execute, week using the Canva app.
similar new situation implement, modify, prepare, use the Pythagorean theorem to
show, solve, use solve distance problems.
ANALYZING: separating analyze, compare, contrast, differentiate a prose and a
materials or concepts into differentiate, draw a diagram, poetry.
component parts to illustrate, organize, outline, illustrate how to do the 3R’s at
understand the whole select home.
EVALUATING: judging the conclude, criticize, defend, justify the theory of Charles
value of an idea, object or evaluate, justify, relate, select, Darwin using the various
material support examples.
defend a research proposal.
CREATING: building a combine, compile, compose, design a landscape considering
structure or pattern; putting devise, design, generate, all its principles and properties.
parts together to convey a modify, organize, plan, generate important components
thought produce, revise, rearrange in evaluating an argumentative
essay.
Note: Some verbs can be used for a different level. It depends on what the outcome demands to
fully classify it to its appropriate level.
Psychomotor Domain of Learning. The psychomotor domain focuses on physical and

mechanical skills involving coordination of the brain and muscular activity. It answers the
questions, “What actions do I want learners to be able to perform?”. The table presented below
displays the levels of psychomotor domain combining the taxonomies built by Simpson, Dave
and Harrow.
Levels of Cognitive Domain Sample Outcome Verbs Sample Learning Outcomes

OBSERVING: working the watch, detect, distinguish, identify non-verbal
mental attention actively to a differentiate, describe, select, communication cues.
physical activity relate, identify describe how the tallying of
data is done.
IMITATING: attempting to begin, explain, move, display, state the processes done in
copy a physical behavior proceed, react, show, state, deboning a bangus.
volunteer, initiate initiate a conversation using
idiomatic expressions.
PRACTICING: performing a bend, calibrate, construct, perform a chemical experiment
specific activity repeatedly differentiate, dismantle, involving emulsifiers.
display, fasten, fix, grasp, measure the dimensions of the
grind, handle, measure, mix, classroom.
operate, manipulate, mend
ADAPTING: fine tuning of the Organize, relax, shorten, write the reasons why the
skill and making minor sketch, write, rearrange, plants did not grow using some
adjustments to attain compose, create, design, fertilizers.
perfection originate create a new recipe of cooking
chicken intestines.
Affective Domain of Learning. The affective domain emphasizes emotional knowledge.

It answers the questions, “What actions do I want learners to think or care about?”. The
affective domain includes factors such as learner’s motivation, attitudes, appreciations and
values. In the table below, the classification scheme for the affective domain developed by
Krathwohl, Bloom and Masia in 1964 is presented.
Levels of Cognitive Domain Sample Outcome Verbs Sample Learning

Outcomes
RECEIVING: being aware of ask, choose, describe, follow, identify the values being
or attending to something in give, hold, identify, locate, name, exhibited in the story, “Si
the environment and being point to, select, sit, reply, use Pagong at si Matsing”.
willing to listen or pay
attention
RESPONDING: showing answer, assist, comply, conform, present ways to develop
commitment to respond in discuss, greet, help, label, creativity in recycling
some measure to the idea or perform, practice, present, read, garbages.
phenomenon recite, report, select, tell, write
VALUING: showing complete, demonstrate, describe, demonstrate resourcefulness
willingness to be perceived as differentiate, explain, follow, in budgeting a dinner for
valuing or favouring certain form, initiate, invite, join, justify, four.
ideas perform, propose, read, report,
select, share, study
ORGANIZING: arranging adhere, alter, arrange, combine, Prepare a list of important
values into priorities, creating compare, complete, defend, practices in maintaining a
a unique value system by explain, generalize, identify, clean and healthy garden.
comparing, relating and integrate, modify, order, organize,
synthesizing values prepare, relate, synthesize
INTERNALIZING: practicing act, discriminate, display, display credibility in
value system that controls influence, listen, modify, perform, gathering data for statistical
one’s behavior, and also, practice, propose, qualify, analyses
exhibiting behavior that is question, revise, serve, solve, use,
pervasive, predictable and verify
characterizes other person’s
behavior. In some source,
internalizing is equated to
characterization.se
Learning the three domains of learning is essential in understanding how diverse a

learner is and how they perform in class. As you listed in the activity, attaining what you desire
to every learner requires multiple pedagogical ways. Thus, knowing the three domains of
learning will help you to structure varied teaching-learning techniques for your future classes.
So in this part, you will learn how to craft learning outcomes to clearly depict what the learners
are expected to demonstrate. Highly precise learning outcome can be written using a simplified
basic formula, the ABCD method.
Audience – It answers the question, “Who will achieve the learning

outcome?”. Mostly, his is a description of the learners who are expected to
perform or demonstrate the behavior of a specific grade level.
Behavior – It answers the question, “What do you want them to be able to

do?”. Specific behavior is indicated by behavioral action verbs to write
observable and measurable behavior that shows mastery of the objective.
Condition – It answers the question, “How will the activity be done?”. This
is the circumstances, equipment, or materials used when demonstrating the
behavior, such as with or without the use of a calculator, an open book, or
a dictionary. Also, it may also answer the question, “What is the content
and context of the activity?”. This is done by providing the sense and idea
of the activity.
Degree – It answers the question, “How much should be done?”. This is a

description of the criteria used to indicate whether the behavior has been
demonstrated.
Application:
Presented below are some examples of learning outcomes following the ABCD
method, along with the labels of each component. Then, a domain of learning with its
corresponding level and explanation is included.
1. Learners will illustrate good social justice to ensure that adequate social services
/ audience / / behavior / / condition
are provided to those who need them by showing a personal experience of equality.
condition / / degree /
The outcome below is under the affective domain of learning since the learning
outcome focused on using the content to develop personal values. With that, it is under the
internalizing level.
2. Given a diagram of the eye, learners will be able to describe all the actions
/ condition / / audience / / behavior / /degree/ / behavior
of the extra-ocular muscles.
behavior /
The outcome below is under the cognitive domain of learning since the learning
outcome asks the learner to provide idea on what they have learned from the concept. With
that, it is under the understanding level.
3. Learners will be able to perform the entire routine of the Tinikling dance given a
/ audience / /behavior/ / degree / / behavior / /condition
a 1-week practice.
condition /
The outcome below is under the psychomotor domain of learning since the learning
outcomes requires learners to perform the whole Tinikling dance given certain time to
master the skill. With that, it is in the practicing level.
Assessment:
For a specific competency in your specialized field, make three learning outcomes
using the ABCD method – one for each domain of learning. For every learning outcome,
determine the its level of learning under each domain and discuss why. Then, discuss how
your competency meets the SMART characteristics of learning outcome.
Chosen Learning Competency: __________________________________________________

___________________________________________________________________________
1. Cognitive Learning Outcome:
____________________________________________________________________
____________________________________________________________________
Level of Cognitive Domain: _____________________________________________
Why? ________________________________________________________
_______________________________________________________
Attainment of the Characteristics of Learning Outcomes:
Specific: ______________________________________________________
_______________________________________________________
Measurable: ___________________________________________________
_______________________________________________________
Achievable: ___________________________________________________
_______________________________________________________
Relevant: _____________________________________________________
_______________________________________________________
Time-bounded: ________________________________________________
_______________________________________________________
2. Psychomotor Learning Outcome:
____________________________________________________________________
____________________________________________________________________
Why? ________________________________________________________
_______________________________________________________
Specific: ______________________________________________________
_______________________________________________________
Measurable: ___________________________________________________
_______________________________________________________
Achievable: ___________________________________________________
_______________________________________________________
Relevant: _____________________________________________________
_______________________________________________________
Time-bounded: ________________________________________________
_______________________________________________________
3. Affective Learning Outcome:
____________________________________________________________________
____________________________________________________________________
Why? ________________________________________________________
_______________________________________________________
Specific: ______________________________________________________
_______________________________________________________
Measurable: ___________________________________________________
_______________________________________________________
Achievable: ___________________________________________________
_______________________________________________________
Relevant: _____________________________________________________
_______________________________________________________
Time-bounded: ________________________________________________
_______________________________________________________
CONGRATULATIONS!
You have just finished Lesson 3 of Module 1. In the next lesson, you will learn the
components of conducting an assessment evaluation task, as the end-process of your teaching-
learning plan. If you are ready, you may now start the Lesson 4 of Module 1.
Good luck! 😊
Educational Evaluation, Measurement,
Lesson 4
Testing and Assessment
Objectives:
This lesson aims to discuss the assessment and evaluation process with an expectation
that the students are able to:
 explain by providing examples the following concepts in educational

measurement: measurement, assessment, testing, and evaluation;
 discuss the similarities and differences of measurement, assessment, testing, and
evaluation; and
 illustrate the application of these concepts in teaching-learning process and
instructional decision making.
Introduction:
After almost an hour of teaching the class, you, as a teacher, will now feel relaxed
because you can now conduct assessment tasks where your learners will answer and that you
can just slouch at your chair. You may simply lift items from the textbook and give it to the
class as their quiz. But, are those components enough for you to conduct your assessment tasks?
In the first place, do you know what assessment is?
In this lesson, you will be able to learn the concepts of measurement, evaluation,
testing, and assessment which plays significant role in the learners’ progress.
Activity: “What should be done after the discussion of a lesson?”
Hi! It’s time to be critical and realistic. Presented below is a situation often
conducted by a teacher in a certain subject area. Your task is to fill out the missing phrase
in each blank to complete the idea of the paragraph in a logical manner.
After teaching his learners the difference between passive and active sentences, Mr.
Alfonso will now let his learners to (1) _________________________. He conducted (2)
_________________________ and provided a copy of a literary piece he liked for the class to
scrutinize and let them underline the passive sentences and encircle the active sentences. After
10 minutes, the learners rotated their papers clock-wise for checking. To determine the scores,
Mr. Alfonso told that the learners will (3) _________________________. After checking, the
learners who obtained (4) _________________________ have passed; otherwise, they failed.
For those who failed, Mr. Alfonso gave special assignments still on the same topic to further
enhance their learning.
Analysis:
1. How do fill out the phrases in each blank to complete what Mr. Alfonso is doing? You
may state your basis.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. From what you observed in the situation, are there processes involved? Can you
identify what are those and explain why?
(a) _________________________________________________________________
_________________________________________________________________
(b) _________________________________________________________________
_________________________________________________________________
(c) _________________________________________________________________
_________________________________________________________________
(d) _________________________________________________________________
_________________________________________________________________
3. What do you think will happen if one of those components you think are missing?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Abstraction:
Ending a lesson is not just an assessment task. Teachers, like you, may only focus on
assessment since this is what you thought the most essential of all. Besides, you usually think
that doing things religiously is tiresome which consequently, compromises the wholesomeness
of what you are doing. However, one has to remember that doing assessment tasks is not just
an assessment task, but have to inculcate its four essential components. In this lesson, you will
be explained on the concepts of testing, assessment, measurement and evaluation, as
components in determining learners’ outcomes and performances.
TESTING EXPLAINED
Before we proceed, take a look at the image on
the below. What have you seen? What are they doing?
The image below presents the testing process.
Testing is a formal, systematic procedure for gathering
information as defined by Russell and Airasian.
According to Miller, Linn and Gronlund, a test is a tool
comprised of a set of questions administered during a
fixed period of time under comparable conditions for all
learners. It is an instrument used to measure a construct and make decisions. Teachers score
tests in order to obtain numerical descriptions of learners’ performance.
Types of Test
Throughout the years, psychologists and educators have cooperatively produced new
and better tests and scales that measure the learners’ performance with greater accuracy. An
understanding of the types of tests is beneficial to get the most out of them.
According to Ease of Qualification of Response

1. Objective test – It is a test with single, 2. Subjective test – It is a test that is divergent
specified convergent response, and is often in nature, with often requires varied
corrected and quantified with ease. responses. Thus, there is no definite answers
in this test.
According to the Mode of Response

1. Oral test – It is a test used to elicit how 2. Written test – It is a test used to ask learners
learners understand concepts, theories and to provide or select responses for a set of
procedures through oral responses. (see questions of varying levels of difficulty,
images on the next page) which is often done in a paper-and-pencil
test. (see images on the next page)
3. Performance test – It is a test that requires learners to show ability in performing specific
tasks about the learning outcomes required from them, and it often done to meaningful and
authentic tasks.
According to Mode of Administration
1. Individual test – It is a test given to one 2. Group test – It is a test conducted to a
person at a moment. It aims to elicit in-depth group of learners to assess their cognitive
response based on how he thinks and process skills. It aims to provide achievement and
ideas from a certain question. evaluation that group of learners.
According to Nature of Test Constructor

1. Standardized test – It is a test made by the 2. Non-standardized test – It is a test prepared
experts of the field. Since consistent results by the teachers to be utilized in the class.
and the validity of the test are ensured (will Usually, errors are contained because the test
be discussed on the succeeding modules), it is made for a short time. Usually, it is used to
is often conduct for a long time. Results from measure the learners’ attainment of the
this test are often used for educational course.
planning.
Functions of Testing
A. Instructional Functions
1. Tests facilitate the clarification of meaningful learning objectives. You will be
reminded on what to assess based on the learning outcomes you presented.
2. Tests provide a means of feedback to the instructor and the student. Learners will be
guided on their progress and will have a chance to enhance what needs to be enhanced.
3. Tests can motivate learning. When the learners are assessed well, they will have chance
to prepare and eventually increase achievement.
4. Tests can facilitate learning. Retrieval of information is enhanced by the learners
before the test is given. And when immediate feedbacks are given, they will like to
boost their self for the mastery of the topic.
5. Tests are a useful means of overlearning. Overlearning means continued study, review,
interaction or practice of the same material even after concepts and skills had been
mastered. Preparation for scheduled test encourages overlearning.
B. Administrative Functions
1. Tests provide a mechanism of quality control. Test scores give accurate data on the
strengths and weaknesses of the curriculum, so administrators will be guided on the
areas of improvement.
2. Tests facilitate better classification. Test scores help the school identify learners’
strengths and needs. Through this, school can design programs designed for their
learners.
3. Tests can increase the quality of selection decisions. Test scores provide good data for
the selection of process of the school when it comes to their admissions.
4. Tests can be useful means of accreditation, mastery or certification. Test scores certify
the knowledge and skills of their learners, which will lead to enhancing the status of
the schools as a whole when it comes to licensure examinations and accreditations.
C. Research and Evaluation
Tests are useful for program evaluation and research.
Tests are good media for developing new and effective educational techniques as
validated by various researches. Educational administrators can determine what works best
for their school programs based on what is recommended by their research works.
D. Guidance Functions
Tests can be of value in diagnosing an individual’s special aptitudes and abilities.
Tests give the guidance counselors a chance to know the learners, as their clients, even
more. By learning the knowledge and abilities of the learners, they will know what
educational opportunities they can lead them to, and will also help these learners to enhance
their weaknesses by giving them good scholarly techniques.
ASSESSMENT EXPLAINED
This time, focus on the image on the
right. What do you think they are doing? How
do these images differ from testing, as
discussed in the previous session?
Assessment is derived from the Latin
word “assidere” which means “to sit beside a
judge”. Moreover, Miller, Linn & Gronlund
defined assessment as any method utilized to
gather information about learners’ performance. Black and Wiliam gave a lengthier definition
emphasizing the importance of feedback and signifying its purpose. They stated that assessment
pertains to all “activities undertaken by teachers – and by their students in assessing themselves
– that provide information to be used to modify the teaching and learning activities in which
they are engaged”. Assessment provides data directly from the learners. These data are
interpreted to help you make decisions on how to deal with the learners even more, and
eventually evaluate them afterwards. Thus, it is a significant process in the teaching-learning
process that helps enhance instruction and improve classroom practices. In that sense, test is a
form of assessment.
Further details on assessment are presented in the succeeding lessons of this module.
MEASUREMENT EXPLAINED
After giving assessment tasks from the learners and requiring them outputs, what
should you do next?
Once assessment is done, the responses
gathered from the learners will be subjected to
measurement. Measurement is the process in which
characteristics or attributes of objects and behavior are
quantified. Measuring involves giving values of using
defined and structured measuring tools, such as rulers,
scales and rubrics. With that, established standards are
necessary to attain accurate measurement values.
Types of Measurement
In some cases, however, not all things can be measured directly. Learners’ performance
and their scores in a multiple-choice test cannot be measured using the same manner. So,
learning the types of measurement will you identify how to measure different subjects in the
educational setting.
 Objective measurement – In this type, test results give values to the knowledge of the
learners in the topic. In this type of measurement, there is a definite standard which is
independent from any person who score and that each learner has to attained.
 Subjective measurement – Test results are determined based on how the raters perceive the
attainment of the learners of each item. Because of the lack of standards, this is usually
done through rubrics to quantify the values of the responses.
EVALUATION EXPLAINED
This, observe the image below and reflect on the question, “How does ‘checking’ the
learners to proceed to the next level of their grade means?”.
After quantifying the learners’ performances,
evaluation will follow. Evaluation originates from
the root word “value” and so when you evaluate,
you have to validate the worth of a thing given the
facts and data as your bases. So in this process, you
are expect to be critical as you give judgment about
a particular situation so that you can either adopt,
revise or reject the focus of your evaluation.
In the education setting, the implemented
curriculum, the teaching strategies, and the learners’ performance are all evaluated using the
difference value gathered from these situations, which is provided by the assessment and
measurement processes. With this, the administrators, heads and person with authority can help
determine the success and efficiency of the educational methods offered by the institution.
Further details on evaluation are presented in some lessons of the sixth module.
Application:
Whenever you engage in instruction, you must always keep in mind the complete cycle
of assessment and evaluation. You should remember that the ultimate purpose of any
educational endeavor is to improve instruction to further motivate learners in exceeding their
past performance. As such, the four concepts are interrelated. This can be further seen in the
figure below, along with illustration used from the activity in this lesson.
MUST DO IN TEACHING
(Designing the test and preparing a method for measurement)
Mr. Alfonso looked for a literary piece and crafted instructions on what the learners will do. Then, he
established that when the learners obtained a score of a half or more, the learners have passed.
(Selecting appropriate testing method for assessment)

Mr. Alfonso chose to give the quiz immediately after the discussion.
(Measurement of gathered data)

After answering, the learners checked the papers of their classmates; and the papers were collected by
Mr. Alfonso after.
(Evaluating evidence and making judgments)

Mr. Alfonso separated the papers of those who passed and those who failed. He identified that most of
the class had passed the quiz, with only 2 who failed.
(Making decisions)
Mr. Alfonso decided to proceed to the next lesson by tomorrow and pursue giving special assignment for
those who failed in the quiz.
Assessment:
Choose a topic from your specialized field and structure your own assessment and
evaluation cycle with all the necessary components. Afterwards, discuss the similarities and
difference of these components on the next page.
Specialization: __________________ Grade Level: ________________

Topic: ______________________________________________________________
MY OWN ASSESSMENT AND EVALUATION CYCLE
(Designing the test and preparing a method for measurement)

___________________________________________________________________________
___________________________________________________________________________
(Selecting appropriate testing method for assessment)

___________________________________________________________________________
___________________________________________________________________________
(Measurement of gathered data)

___________________________________________________________________________
___________________________________________________________________________
(Evaluating evidence and making judgments)

___________________________________________________________________________
___________________________________________________________________________
(Making decisions)
___________________________________________________________________________
___________________________________________________________________________
What are the similarities and differences of assessment, testing, measurement and
evaluation? What will likely happen if a component is missing in this cycle?
Use your example written in the previous page as your point of reference.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
CONGRATULATIONS!
You have just finished Lesson 4 of Module 1. In the next lesson, you will learn about
the different principles and ideas to conduct a good and effective assessment task in you class.
If you are ready, you may now start the Lesson 5 of Module 1.
Good luck! 😊
Lesson 5 Principles and Ideas of Assessment
Objectives:
This lesson aims to discuss the principles and ideas in assessment with an expectation
that the students are able to:
 demonstrate abilities to describe the different principles of high-quality

assessment;
 state the purpose of assessment in the educational setting; and
 explain the various approaches to assessment: assessment FOR, OF and AS
learning.
Introduction:
The entire module focused on discussing the learning outcomes and assessment, along
with its importance principles and characteristics. Indeed, great consideration should be
observed in crafting these, along with choosing the best teaching strategies you can think.
However, good learning outcomes, diversified pedagogical techniques and assessment tasks
won’t be effective if these won’t jive in a teaching-learning session.
In this lesson, you will be able to discuss how learning outcomes, teaching-learning
activities, and assessment tasks are related to each other in facilitating an effective classroom
environment.
Activity: “What’s wrong?”
Hi! You are now given a time to be a judge. From the situations pertaining the
assessment practices being illustrated, state what is wrong in the box below each image.
1. Mr. Sison, a Science teacher, is about to enter in his first class of the day, his advisory
class. When he entered the room, he found out yesterday’s cleaners did not clean the
room. So, he asked everyone to sit and get ½ crosswise sheet of paper for a surprise
quiz as the class’ punishment.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Because of the frequent visits of her learners in the faculty room to ask their third
quarter examination scores in English, Mrs. Fuentebella decided print all the scores
of her class and post it in front of the faculty room so that the learners won’t enter the
room anymore.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Mrs. Carreon wishes to know how far the class have learned from the day’s lesson. So,
she decided to give a 30-item multiple choice quiz to the learners to be answered before
the time ends.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Mr. Castillejos always conducts assessment every after the discussion of the lesson and
gives assignments to his learners thrice in a week. So when the quarter ends, he has
lots of records of his learners that he decided to not give a quarterly examination
anymore. Instead, he used the scores of his learners from their assessment every after
class as basis of their quarter grade.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Ms. Porras skipped a week of class due to her family vacation in Palawan. With that,
she wasn’t able to review her Grade 9 class in preparation for the NCAE exam of her
learners. So, she makes short visits during the exam whenever the proctor lives the
class shortly for her to guide her learners what to answer in the exam. In this, their
satisfactory scores will contribute to the good report of her class to the school’s
administrators.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Analysis:
1. How did you identify the errors in each situation? Of the five situations, what aspect/s
usually make/s the assessment erroneous? Why do you think so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Based on the errors you identified, what do you think is the ideal assessment situation
should a teacher observe?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Abstraction:
Assessment requires careful planning. It is not just something that you do whenever
you want to. Test scores are important for learners to monitor their progress and establish their
performance. For you to understand the principles and ideas in conducting assessment tasks,
you have to learn its principles, purposes, roles and relevance.
Principles of High-Quality Assessment
High-quality assessment provides what you need from you learners. It gives you guide on how
your learners developed, and at the same giving you ways on how to improve your instruction.
To ensure the quality of any test, the following criteria must be considered:
1. Clear and Appropriate Learning Targets
A learning target is a describes what a learner know and can perform. So in
designing an assessment task, you have to make sure that the learning targets fit for the
learners’ ability, and will also represent the different types of learning targets. Learning
targets are categorized by Stiggins and Conklin into five.
a. Knowledge learning target is the ability of the student to learn a practical
subject matter.
b. Reasoning learning target is the ability to utilize learned concepts and
solve substantive problems.
c. Skill learning target is the ability to exhibit achievement-related skills like
conducting experiments, playing basketball, and operating computers.
d. Product learning target is the ability to design achievement-related
products like written reports, oral presentations, and art products.
e. Affective learning target is the ability to show affective traits such as
attitudes, values, interests, and self-efficacy.
2. Appropriateness of Assessment Methods
Once the learning targets have been identified, match them with their
corresponding methods by considering the strengths of various methods in measuring
different targets. Refer to the table below for the assessment methods along with its
corresponding learning targets.
Assessment Methods Corresponding Learning Targets
Objective Supply Knowledge, Reasoning, Affective
Objective Select Knowledge, Reasoning
Essay Knowledge, Reasoning, Affective
Performance-based Reasoning, Skills, Products
Oral Question Knowledge, Reasoning, Skill, Product, Affective
Observation Knowledge, Reasoning, Skills
Self-report Knowledge, Affective
3. Balance
As much as possible, assessment methods should assess all the domains of
learning. Moreover, these methods should also observe the attainment of all the levels
in each domain of learning. Mathematics and Sciences should not only involve the
reasoning skills of the learners in assessment nor TLE and PE courses must not just
enhance the learners’ skills and performances.
4. Validity
Validity refers to how the test serves its purpose and how efficient to what it
intends to measure. This certifies the suitability of the inferences, uses, and results of
the test. Although complicated as it may sound, validity is determined by professional
judgment, that even you can do. You have to learn the different types of evidence to
use in determining validity. The following major sources of information can be used to
establish validity.
a) Content-related validity ensures how the assessment represents what the
learners learned. In a summative test, a test blueprint or table of
specification will help narrow down what target should be assessed. It
answers the following questions: How appropriate and comprehensive is
the content?; Does it logically get at the intended goal?; and How
adequately does the sample of items or questions represent the content to
be assessed?.
b) Criterion-related validity relates the assessment to another assessment of
the same trait. In this case, validity is determined by relating an assessment
to some valued measures that may give estimation of your current or future
performances. If the test score predicts your likeliness to be in the honor
roll, then the test embodies concurrent criterion-related validity.
Moreover, when your consistent top scores of the test makes you top the
licensure exam, the test has predictive criterion-related validity. It answers
the question: How well do such scores estimate present or predict future
performance of a certain type?.
c) Construct-related validity provides idea on what assessment task will
measure an unobservable trait like intelligence, reading comprehension,
honesty, motivation, attitude, learning style, and anxiety. It answers the
question: How well does a measure of the construct explain differences in
the behavior of the individuals or their performance on a certain task?.
d) Face validity gives basis on how the assessment should appear, either on
the physical look of the test or the correctness of all its components. It
answers the following questions: How presentable and effective does my
test appear?; Is my test free from teachers’ errors?; and How well is my
test constructed for its purpose?.
5. Reliability
Reliability refers to the consistency of the learners’ test score may be expected
to perform on a given test. It is identified by looking into the stability of the score of a
learner despite the frequency of administration for a different period of time. So, it
measures how dependable and stable the test is.
To determine the reliability of a test, the length of the test, difficulty of the test,
and objectivity of the scorer should be adhered. There are four methods you can utilize
in estimating the reliability of a good measuring instrument given the test scores of a
group. However, details on these processes, along with the ways on how test reliability
will be improved, will be discussed on the 6th module.
Test score is not as easy as you view. The concept of error should be taken into
consideration in understanding reliability. The score is not a product of the learners’
progress, but can also be affect by some degree of error. It’s not actually the true score
that you get from your learners as their teacher, but just the observed score.
𝑂𝑏𝑠𝑒𝑟𝑣𝑒𝑑 𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑟𝑢𝑒 𝑆𝑐𝑜𝑟𝑒 + 𝐸𝑟𝑟𝑜𝑟
Thus, an observed score can be higher or lower than the true score, depending
on the nature of error. The sources of error are listed in the table.
Internal Error External Error
Health Directions
Mood Luck
Motivation Item Ambiguity
Test-taking Skills Heat in the Room
Anxiety Lighting
Fatigue Sample of Items
General Ability Observer Differences and Bias
Test Interpretation and Scoring
6. Fairness
Fairness intents a transparent, bias-free and impartial assessment task for the
learners, that embodies clear instruction and items. In standardized test usually,
contextualization, like culture and locality, are often set aside to ensure that all learners
are on the same level, that’s why intelligence tests often focus on tasks and knowledge
rather than applications. Identified elements of fairness are the learners’ knowledge of
learning targets before instruction, the opportunity to learn, the attainment of pre-
requisite knowledge and skills, unbiased assessment tasks and procedures, and you, as
teacher, who avoid stereotypes.
7. Authenticity
Assessment should touch the real-life situations. Thus, practicability should be
emphasized. For example, use situations in which students can relate. Using calamansi
fruit in asking learners to add objects is more relatable that using mistletoe and blue
berries. For authenticity to be attained, knowing the situation of the test takers is
necessary when designing assessment tasks.
8. Practicality and Efficiency
Practicality and efficiency in assessment is ensured when consideration of
learner’s familiarity of the method, the time requirement, the difficulty of
administration, the ease of scoring, and the cost of implementation are adhered. As
much as possible, the test should be uniformly administered without taking much of
the learners’ time, and the instructions are well communicated. Moreover, the scores
should be efficiently made and must be given to the learners for remedial measures.
9. Ethics
Assessment should be done ethically. Learners’ rights should not be derogated;
but should feel the assurance in their participation. Confidentiality of their test results
should also be observed at all times. Moreover, transparency of the learners’ test scores
is encouraged.
10. Positive Consequences
Assessment should have positive effect in the educational field. For the
learners, they should feel that the assessment will motivate them to learn more and
improve their performance. For you and the school administration, it should aim to
improve your instruction and the quality of the teaching curriculum.
There are lots of principles to observe in order to conduct a good assessment. This will
serve as a guide so that you can craft an effective assessment task for your learners. However,
conducting assessment tasks in the classroom varies depending on the purpose you want. This
time, you will learn the purposes of why you conduct assessment.
Purposes of Assessment
There are three interrelated purposes of assessment. Knowledge of these purposes and
how they fit in the learning process can result to a more effective classroom assessment.
Each purpose of assessment will be elaborated in the second to the fourth module of
this course.
Assessment is not only limited in the classroom setting. Assessment do also portray
necessary roles in the educational setting as a whole. These roles will be elaborated in the next
section of this lesson.
Role of Good Assessment
Tests has some functional roles in the classroom instruction. These roles are classified
accordingly with specific aims that will enhance the learners’ performance in the following
manner:
This is used to determine the

recurring and unresolved learning
difficulties of the learners in the
This is used to determine if the instructional process, which will
learners’ mastery and achievement the eventually be used for their remedial
given content, and will eventually lead instructions.
to the overall evaluation of their
performance and the instructional
process as well.
This is conducted to determine what

the learners currently are for the
This determines how the learner purpose of evaluating the position in
performs during the instructional the instructional process and the ways
process to be able to monitor the on how to deal with them.
progress by providing continuous
feedback concerning learners’
successes and failures.
Learning the different principles, purposes and roles of assessment gives you an idea
on how will design effective assessment tasks. But remember that whatever result you gather
from any assessment tasks, its relevance will not only be limited to the learners themselves, but
to all the stakeholders who are indirectly involve in the process. The last section of this lesson
outlines the relevance of assessment to the stakeholders.
Relevance of Assessment to Stakeholders
Assessment is an indispensable tool in the teaching-learning process to continuously
monitor and improve the education as a whole. And education, in general, is not just for you
and your learners, but will the involvement of the parents, administrators, and all the players of
the education system as well. Thus, it is necessary to understand the relevance of assessment to
them.
 Learners
Because of diverse assessment tasks, the learners learned how to be responsible
with their own learning and become more engaged in the process. With you help, they
were able to monitor their progress and polish their outputs making them feel good on
their works.
 Teachers
Assessment gives idea to you on your instructional practice as you learned how
to adjust your pedagogies to suit your learners’ ability. Moreover, you will be guided
on how to lead your learners using their competence and place them to levels of
education programs.
 Parents
Since education is a shared process, assessment will be strengthened by
parents’ involvement as they are the first source and witness of their child’s skills and
competence. In return, the assessment result gives feedback to the parents on their
child’s progress.
 Administrators and Program Staff
Assessment helps administrators and school planners to evaluate the efficiency
of the program and the curriculum. With that, they can be able to suggestion areas for
improvement. Lastly, assessment will also guide the school on the admission of their
learners.
 Policymakers
Assessment provides information to the government agencies on the quality of
education the school offers. With that, they can help strengthen efficiency and sanction
low performances. The CHEd in response to their program on quality assurance shut
down substandard academic programs of schools with low graduation and passing rates
in licensure examinations. On the other hand, the DepEd can allot the focus of
improving the educational quality of those schools whose performance in the National
Achievement Test (NAT) are below average.
Application:
From the given situations in the activity, you will revisions in a way that the assessment
task will fit to the principles, purpose, role, or relevance of assessment.
1. Mr. Sison, a Science teacher, is about to enter in his first class of the day, his advisory
class. When he entered the room, he found out yesterday’s cleaners did not clean the
room. So, he asked everyone to sit and get ½ crosswise sheet of paper for a surprise
quiz as the class’ punishment.
Mr. Sison failed to consider the positive consequences of assessment. It is done to punish the
class and that learners may not be driven to deliver what they learned and a positive result may
not be expected. Thus, the idea of assessment for learning and formative assessment is not
adhered in this way of assessing the learners.
2. Because of the frequent visits of her learners in the faculty room to ask their third
quarter examination scores in English, Mrs. Fuentebella decided print all the scores
of her class and post it in front of the faculty room so that the learners won’t enter the
room anymore.
Mrs. Fuentebella violated the ethics of the assessment ensuring the confidentiality of
information gathered from the learners. Moreover, the relevance of assessment to the teachers
may not be observed. Instead of evaluating how the learners developed and provide feedback
on how to perform in the future, the learners will only get the score without understanding their
general performance in the subject.
Assessment:
Continue the last three items from the activitiy given on the previous page. Place your
answers below each situation.
3. Mrs. Carreon wishes to know how far the class have learned from the day’s lesson. So,
she decided to give a 30-item multiple choice quiz to the learners to be answered before
the time ends.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Mr. Castillejos always conducts assessment every after the discussion of the lesson and
gives assignments to his learners thrice in a week. So when the quarter ends, he has
lots of records of his learners that he decided to not give a quarterly examination
anymore. Instead, he used the scores of his learners from their assessment every after
class as basis of their quarter grade.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Ms. Porras skipped a week of class due to her family vacation in Palawan. With that,
she wasn’t able to review her Grade 9 class in preparation for the NCAE exam of her
learners. So, she makes short visits during the exam whenever the proctor lives the
class shortly for her to guide her learners what to answer in the exam. In this, their
satisfactory scores will contribute to the good report of her class to the school’s
administrators.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CONGRATULATIONS!
You have just finished Lesson 5 of Module 1. In the next lesson, you will be explained
in detail how assessment is related to the teaching-learning process. If you are ready, you may
now start the Lesson 6 of Module 1.
Good luck! 😊
The Relationship of Assessment to
Lesson 6
Learning and Teaching
Objectives:
This lesson aims to discuss how assessment is related to the teaching-learning process
with an expectation that the students are able to:
 point out the various roles of assessment to teaching and learning;

 summarize the relationship of assessment of learning and teaching; and
 structure a class session adhering to the relationship of assessment to learning and
teaching.
Introduction:
The entire module focused on discussing the learning outcomes and assessment, along
with its importance principles and characteristics. Indeed, great consideration should be
observed in crafting these, along with choosing the best teaching strategies you can think.
However, good learning outcomes, diversified pedagogical techniques and assessment tasks
won’t be effective if these won’t jive in a teaching-learning session.
In this lesson, you will be able to discuss how learning outcomes, teaching-learning
activities, and assessment tasks are related to each other in facilitating an effective classroom
environment.
Activity: “My Envisioned Classroom Session”

Hi! You will now have your time to design your own class session. Given a set of
learning outcomes in your specialized field, design your own teaching-learning activities
and assessment tasks. Put your answer in the blanks below.
The list below is the learning outcomes that you may deliver in your future class. Refer
to each outcome based on your specialized field.
The learners should be able to:

English
1. use idiomatic expressions in a self-made story.
2. perform correct blocking in stage play.
Mathematics
1. solve real-world problems involving Law of Sines.
2. gather statistics data.
Science
1. perform activities to demonstrate the conservation of mechanical energy.
2. classify organism using the hierarchical taxonomic system.
TLE
1. draft pattern for children’s dresses.
2. conduct a consumer/market analysis.
Using all your experiences in planning your lesson, write the teaching-learning
activity/ies (TLA) that you can think together with the assessment tasks to be conducted after
each lesson.
Learning Outcome #1: ________________________________________________________

______________________________________________________________
Teaching-Learning Activities: __________________________________________________
____________________________________________________________________
____________________________________________________________________
Assessment Tasks: ___________________________________________________________
____________________________________________________________________
____________________________________________________________________
- - - - - - - - - - -
______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Analysis:
1. How did you design your teaching-learning activities and assessment tasks from the
given learning outcomes? What are you considerations did you observe?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Do you think there are still other teaching-learning activities and assessment tasks you
can use to realize your learning outcomes? If yes, then why did you chose the ones you
have listen? If no, why do you think so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Do you think there is a difference in learners’ performance if you decided to change
the teaching-learning activities and assessment tasks you have designed? What do you
think are those?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What do think should be observed in crafting your teaching-learning activities and
assessment tasks based on a given learning outcome? Why do you say so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Abstraction:
Although it is your decision, as a teacher, to structure your teaching plan for the class’
session, achieving an effective plan does not come from an impromptu decision. Careful
thought is needed to facilitate the alignment of the activities from the start to the end class.
Alignment is the connection between learning outcomes, learning activities and
assessment. An aligned course means that your learning outcomes, activities and assessments
match up to students learn what you intend and you accurately assess what students are learning.
Below is a diagram that illustrates the principle of constructive alignment in the assessment
process.
Learning
Outcome
Teaching-
Assessment
Learning
Task
Activites
The figure above illustrates the principle of constructive alignment. The principle of
constructive alignment simply means that the teaching-learning activities and assessment tasks
are aligned with the intended learning outcome. For example, if the intended learning outcomes
is “to drive a car”, the teaching-learning activity is really guiding them while driving a car, not
giving lectures on car driving. Moreover, the assessment task is to let the learner drive a car,
not just asking them ways how to drive a car with utmost safety. The term “constructive” for
constructive alignment is based on the constructivist theory that learners use their won activity
to construct their knowledge or other outcomes. To further understand the constructive
alignment done in the classroom setting, the three broader concepts are further divided into
specific concepts shown by phases of outcome assessment in the instructional cycle on the next
page.
The points of this cycle are explained below.
1. The institutional outcomes, from the school where you are teaching in particular,
provide goals on what graduates are they expecting. This is anchored through the
programs offered by your school, and the specific subject courses in each program.
With that, it is you task, as a teacher, to craft the student learning outcomes that
will help attain the expectations of the school, the program, and the subject courses.
2. When the student learning outcomes are already structured, you may choose to
conduct a diagnostic assessment. This diagnostic assessment will help determine if
the learners have good existing knowledge to facilitate their understanding of the
lesson. With that, you can design your lesson depending on the needs of your
learners. However, this part of the process is only optional, and is mostly done only
if you don’t know yet your learners’ prior performance, or you want to assess their
prior knowledge of the topic.
3. Once the student learning outcomes are design, or the needs of the learners are
identified from your diagnostic assessment, you can now structure your class
activities. This will involve planning how the lessons will be oriented to the
learners and how the learners will participate in the teaching-learning process.
4. After the conduct of the teaching-learning activities, formative assessment will be
done to determine the learners’ degree of attainment of the learning outcomes. This
will give significant result that will help your decision-making for the next day’s
session.
5. If it is found that the level of learner’s attainment is low, reteaching of the topic
will be a better option. But, if only some of the class left behind, review of the
lesson will be done the next day, and will then proceed to the next lesson.
Reteaching and reviewing of the previous topics will help the learners master the
topic.
6. Once all the topics are delivered to the learners, summative assessment will be
conducted to help evaluate the performance of the learners in general. This is the
time where you will judge your learners’ performance.
7. The result of the learners’ summative performance will help determine their
performance in their specific grade level, and their advancement in that certain
subject area. When a considerate number of learners failed to meet the program
goals and subject objectives for consecutive batches already, re-evaluation of the
program goals and the subject objectives should be conducted. This often happens
in curriculum planning to meet the learners’ needs in coping up the modernity’s
demands.
Application:
The explanation above is illustrated using an example in the figure below.
As a DepEd teacher, Mrs.
Yap always refer to the
learning competency to
know what to discuss in
the class.
Out of 50 points, the lowest
To determine if her
score is 32 which means that all
learners are equipped with
of the class had passed and that
the basics in Mathematics,
Mrs. Yap can proceed to the
she conducted a pre-test.
next chapter.
After finishing the chapter She expected that her learners

in a week, a chapter quiz in the special science class
is given the Monday of delivered well in the pre-test ,
next week in a multiple- so she chose to use problem-
choice format. solving method in her class.
Since all of the groups has In a form of game, she

finished in a short amount of provided real-world
time, she just had a review problems that the class has
of the lesson a day after to to work in group. The first
review what has been taught. group to finish wins.
Looking back at your time during your elementary and high school days, you have been
victims of teachers who taught you one thing but assessed you on another. As you observed,
the result is more confusion and disappointments in your part as learners. So now that you will
have your chance of being one in the teaching profession, you are obliged to break the cycle of
not victimizing your learners, too. Observing the principle of constructive alignment makes
sure that your assessment tasks are aligned with your learning outcomes.
Assessment:
Choose a competency in the curriculum guide which can be accomplished in two

daily sessions. Then, construct a student learning outcome in each session, along with the
teaching-learning strategies and assessment tasks you design. Place your outputs in the
blanks beside each label.
Learning Competency: ________________________________________________________

____________________________________________________________________
- - - - - - - - - - - -
Day 1

______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________-
- - - - - - - - - - -
Day 2
______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CONGRATULATIONS!
You have just finished all the lessons in Module 1. This time, you will take the
summative assessment for the first module to test your learning on the language of educational
assessment.
Good luck! 😊
MODULE SUMMARY
assessment.
 Learning standards are exact written description of what is expected from the learners
at a certain stage of their education.
 Learning outcomes are statements to indicate the attainment of the subject expectation
through exhibiting the desired skills, competencies and values.
 Learning objectives are short statement to determine what to expect from the learners
after the course, unit, or lesson.
 Indicators are established measures used to determine how well a result has been
achieved in a particular area of interest.
 Spiral progression is an approach wherein concepts and knowledge are taught to the
learners in its simplest form to its complex forms as the learner progresses.
 DepEd made the Curriculum Guide (CG) for teaching the learners with the aim of
achieving the specific guide outline objectives, or standards, that each learner should
achieve at the end of a time frame.
 Designing unpacked competencies is useful for determining the learning objectives
which will serve as a guide on how to attain the competencies based on the expected
performance of the learners.
 Learning outcomes should follow the SMART characteristics – specific, measurable,
achievable, relevant, and time-bounded.
 Learning outcomes may focus on the cognitive, psychomotor, and affective domain of
learning.
 In constructing learning outcomes, the audience, behavior, condition and degree should
be specified.
 Testing is a formal, systematic procedure for gathering information.
 Assessment is any method utilized to gather information about learners’ performance.
 Measurement is the process in which characteristics or attributes of objects and
behavior are quantified.
 Evaluation is validating the worth of a thing given the facts and data as your bases.
 High-quality assessment should embody the principles of having clear and appropriate
learning targets, appropriateness of assessment methods, balance, validity, reliability,
fairness, authenticity, practicality and efficiency, ethics, and positive consequences.
 The purpose of assessment may be FOR, AS and OF learning.
 The roles of good assessment are placement, diagnostic, formative and summative.
 Assessment is a process which are relevant to the learners, teachers, parents,
administrators and program staff, and policymakers.
 Alignment is the connection between learning outcomes, learning activities and
assessment.
 The principle of constructive alignment simply means that the teaching-learning
activities and assessment tasks are aligned with the intended learning outcome.
Module 1 Summative Assessment
For the chapter quiz, you will be notified for further instruction.
CONGRATULATIONS!
In the next module, you will learn the principles, samples and relevance of assessment
for learning in the teaching-learning process. In its first lesson, you will be explained how
assessment for learning is used to classify how learners’ learn and understand. If you are ready,
you may now start the Module 2.
Good luck! 😊

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DAVAO DEL NORTE STATE COLLEGE

Institute of Teacher Education

This is a property of:

The Language of Educational Assessment

Assessment for Learning Assessment of Learning Assessment as Learning

Developing and Using Tests

Analyzing, Interpreting, and Evaluating Test Results

MODULE 1: The Language of Educational Assessment

MODULE 2: Assessment for Learning

MODULE 3: Assessment of Learning

MODULE 4: Assessment as Learning

MODULE 5: Developing and Using Tests and Related Topics

MODULE 6: Analyzing, Interpreting and Evaluating Test Results

 Learning Standards, Outcomes, Objectives and Indicators

After completion of this module, you are expected to:

Are you now ready? Let’s now proceed to the lessons!

 differentiate the following concepts: learning standards, outcomes, objectives, and

Welcome to Lesson 1 Module 1.

For the first image to be solved, form a resemblance

Learning Standards Learning Outcomes

Indicators Learning Objectives

From your specialized field, arrange a list of expectation by choosing a learning

LEARNING STANDARDS: __________________________________________________________

LEARNING OUTCOMES: ___________________________________________________________

LEARNING OBJECTIVES: _________________________________________________________

What is the importance of establishing learning standards, outcomes, objectives and

Welcome to Lesson 2 Module 1.

Activity: “What my age can do”

Strengthening Early Childhood Education (Universal

Building Proficiency through Language (Mother

Making the Curriculum Relevant to Learners

Gearing Up for the Future (Senior High School)

Ensuring Integrated and Seamless Learning (Spiral

Nurturing the Holistically Developed Filipino (College

Among those, the spiral progression is emphasized. Spiral progression is an approach

1. Grade 7, 2nd Quarter, 3rd week

 discuss the characteristics of student learning outcome;

Welcome to Lesson 3 Module 1.

Activity: “My LEARNER”

 Specific: Instead of telling the learners to bake

Cognitive Domain of Learning. The cognitive domain involves the development of

Levels of Cognitive Domain Sample Outcome Verbs Sample Learning Outcomes

Psychomotor Domain of Learning. The psychomotor domain focuses on physical and

Levels of Cognitive Domain Sample Outcome Verbs Sample Learning Outcomes

Affective Domain of Learning. The affective domain emphasizes emotional knowledge.

Levels of Cognitive Domain Sample Outcome Verbs Sample Learning

Learning the three domains of learning is essential in understanding how diverse a

Audience – It answers the question, “Who will achieve the learning

Behavior – It answers the question, “What do you want them to be able to

Degree – It answers the question, “How much should be done?”. This is a

Chosen Learning Competency: __________________________________________________

 explain by providing examples the following concepts in educational

Welcome to Lesson 4 Module 1.

Activity: “What should be done after the discussion of a lesson?”

According to Ease of Qualification of Response

According to the Mode of Response

According to Nature of Test Constructor

(Selecting appropriate testing method for assessment)

(Measurement of gathered data)

(Evaluating evidence and making judgments)

Specialization: __ Grade Level: