ASSESSMENT IN LEARNING 2

ASSESSMENT
Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing, collecting,
analyzing, interpreting, and using information to increase students' learning and
development.

DIFFERENT TYPES OF ASSESSMENT

Assessment of learning assists teachers in using evidence of student learning to

assess achievement against outcomes and standards. Sometimes referred to as
‘summative assessment’, it usually occurs at defined key points during a teaching
work or at the end of a unit, term or semester, and may be used to rank or grade
students. The effectiveness of assessment of learning for grading or ranking
purposes depends on the validity, reliability, and weighting placed on any one
task. Its effectiveness as an opportunity for learning depends on the nature and
quality of the feedback.
Assessment for learning involves teachers using evidence about students’
knowledge, understanding, and skills to inform their teaching. Sometimes referred
to as ‘formative assessment’, it usually occurs throughout the teaching and
learning process to clarify student learning and understanding.
Assessment as learning occurs when students are their own assessors. Students
monitor their own learning, ask questions and use a range of strategies to decide
what they know and can do, and how to use assessment for new learning.
 Types of Assessment

Diagnostic Assessment
Diagnostic assessment can help you identify your students’ current knowledge of a subject, their
skill sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing
students’ strengths and weaknesses can help you better plan what to teach and how to teach it.
TYPES OF DIAGNOSTIC ASSESSMENTS

 Pre-tests (on content and abilities)

 Self-assessments (identifying skills and competencies)
 Discussion board responses (on content-specific prompts)
 Interviews (brief, private, 10-minute interview of each student)

Formative Assessment
Formative assessment provides feedback and information during the instructional process, while
learning is taking place, and while learning is occurring. Formative assessment measures student
progress but it can also assess your own progress as an instructor.
TYPES OF FORMATIVE ASSESSMENT

 Observations during in-class activities; of students non-verbal feedback during lecture

 Homework exercises as review for exams and class discussions)
 Question and answer sessions, both formal—planned and informal—spontaneous
 In-class activities where students informally present their results
 Student feedback collected by periodically answering specific question about the
instruction and their self-evaluation of performance and progress

Summative Assessment
Summative assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process. Typically, no more
formal learning is taking place at this stage, other than incidental learning which might take place
through the completion of projects and assignments.
TYPES OF SUMMATIVE ASSESSMENT

 Examinations (major, high-stakes exams)

 Final examination (a truly summative assessment)
 Projects (project phases submitted at various completion points could be formatively
assessed)
 Portfolios (could also be assessed during its development as a formative assessment)
 TYPES OF ASSESSMENT
AUTHENTIC ASSESSMENT
TRADITIONAL ASSESSMENT
It focuses on the analytical and creative
Refers to the use of traditional assessment
thinking skills, students to work
strategies or tols to provide information on
cooperatively and that reflect student
student learning. Objective paper-and-pencil
learning, achievement, attitudes of
test are used to assess students.
relevant activities.

CRITERION-REFERENCED ASSESSMENT
NORM-REFERENCED ASSESSMENT
It describes the performance of the
It gives us information on what students can
students without reference to the
perform by comparing to another student. It
performance of others which uses preset
describes student performance in the class by
criteria or predefined and absolute
comparing to others.
standard outcomes.

DECONTEXTUALIZED ASSESSMENT
CONTEXTUALIZED ASSESSMENT
It focuses on declarative knowledge and/or
The focus is on the students’ construction of procedural knowledge in artificial situation
functioning knowledge and the students’ detached from the real work context. It
performance in application of knowledge in includes, written exams and term papers
the real work context of the discipline area. which are suitable for assessing declarative
knowledge.

HOLISTIC ASSESSMENT
ANALYTIC ASSESSMENT
Refers to the global approach in the
Refers to the specific approach in the assessment of a student learning outcome.
assessment of learning outcomes. In this, The teacher has to develop complex
students are given feedback on how well mental responses to a student’s work and
they are doing on each important aspect of in evaluating the student’s work and
specific task expected from them. provides a support with a valid
justification for assigning the grade.
 THE DIFFERENT PHASES OF TEACHING-
LEARNING PROCESS

PRE-ACTIVE
PHASE/BEFORE
START OF
TEACHING

INTER-ACTIVE
PHASE/DURING
TEACHING

POST-ACTIVE
PHASE/AFTER
THE TEACHING
SEGMENT
 TYPES OF EDUCATIONAL DECISION

DIAGNOSTIC – It is made to determine a student’s

strengths and weakness and the reason or reasons.
SELECTION – It involves accepting or rejecting the
examined based in the results of assessment, for
admission or qualification to a program or school
activity.
PLACEMENT – It is made after a student has been
admitted to school. It involves identifying students
who needs remediation or may be recommended for
enrichment program of the school.
PROGRAM OR CURRICULUMMM – It is made not at the
level of teachers but on higher level such as division,
regional or national level.
ADMINISTRATIVE POLICY – It involves determining the
implications to resources including financial
consideration in order to improve the student learning
as a result of assessment.
GUIDANCE AND COUNSELING – It utilizes test data to
assist students in marking their personal choices to the
future career and help them know their strengths and
weaknesses by means of standardized tests.
 WHAT IS LEARNING TARGET?
A learning target is a statement on what students are supposed to learn
and what they can do because of instruction.

TYPES OF LEARNING TARGETS DESCRIPTION

KNOWLEDGE TARGETS Refer to factual, conceptual,

and procedural information
that students must learn in a
subject or content.

REASONING TARGETS Knowledge-based thought

processes that students must
learn.

SKILLS TARGETS Use of knowledge and

reasoning to perform or
demonstrate physical skills.

PRODUCT TARGETS Use of knowledge, reasoning,

and skills in creating a
concrete or tangible product.

AFFECTIVE TARGETS Refers to the affective

characteristics that students
can develop and demonstrate
because of instruction.
 PRODUCT-BASED ASSESSMENT
VS
PERFORMANCE-BASED ASSESSMENT

Product-Based Assessment Performance-based

assessment
Is an approach that focuses
on evaluating student It requires students to
learning through tangible demonstrate or apply their
outputs or products they knowledge, skills, and
create. Unlike traditional strategies by creating a
assessment methods that response or product or doing
rely on tests or quizzes, a task.
product-based assessment
emphasizes the application
TYPES:
of knowledge and skills to
produce real-world artifacts. Oral
Presentations/Demonstratio
ns
Types:
Dramatic/Creative
Visual Products Performances
Kinesthetic Products Public Speaking
Written Products Athletic Skills
Verbal Products Demonstration/Competition
 PORTFOLIO ASSESSMENT

What is Portfolio?
It refers to the collection of projects and works of
students that exemplifies their skills, attitudes, and
interest within a certain period of time.

What is Portfolio Assessment?

Is an assessment form that children do together
with their teachers, and is an alternative to the
classic classroom test. The Portfolio contains
samples of the children/student work and
shows growth overtime.

Principles of Portfolio Assessment

Content Principle – suggests that portfolios should reflect the
subject matter that is important for students to learn.
Learning Principle – suggests that portfolios should enable the
students to become active and thoughtful learners.
Equity Principle – explains that portfolio should enable the
students to become active and thoughtful learners.
PHASES OF PORTFOLIO
DEVELOPMENT

PHASE ONE: ORGANIZATION

AND PLANNING
It entails decision-making on the
part of students and teachers.

PHASES TWO: COLLECTION

This process involves the
collection of meaningful
artifact and metacognitive
reflecting students’
educational experiences and
goals.

PHASE THREE: REFLECTION

The evidence of students’
metacognitive reflections upon
the learning process and their
monitoring of their evolving
comprehension of key
knowledge and skills.
 TYPES OF PORTFOLIOS

SHOWCASE PORTFOLIO
Showcase portfolios are designed to display a learner's best quality of work. This
might be to highlight student success, or to showcase a variety of accomplishments a
student has achieved over a period of time.

STANDARD-BASED PORTFOLIO
This collects evidence that links students’ achievements to particular learning
standards. It focuses on specific standards that are predetermined by the teacher
and discuss to the students at the start of the school year.

DOCUMENTARY PORTFOLIO
Documentation Portfolio is to highlight the development and improvement of
student learning during a given period of time. It often contains a range of artefacts
from brainstormed lists to rough drafts to finished products.

PROCESS PORTFOLIO
A process portfolio is a document of evidence that shows learning progress and the
gradual growth of skills, achievements, or competencies, rather than a collection of
students' best and perfect final outcomes selected.

PRODUCT ASSESSMENT
Product oriented portfolios are collections of work a student considers his or her
best. The aim is to document and reflect on the quality and range of
accomplishments rather than the process that produced them.
 PORTFOLIO DEVELOPMENT PROCESS

SET GOALS

EXHIBIT COLLECT

CONFER PORTFOLIO
SELECT

EVALUATE ORGANIZE

REFLECT
ELEMENTS OF PORTFOLIO

COVER TABLE OF
SHEET CONTENTS

DATES OF
WORK
ALL SAMPLE
SAMPLES
WORKS

SELF-
ASSESSMENT
DRAFTS

OTHERS
FUTURE COMMENTS
GOALS AND
ASSESSMENTS
 RUBRICS
WHAT IS RUBRICS?
Rubrics facilitate peer-review by setting evaluation standards. Have students use the
rubric to provide peer assessment on various drafts. Students can use them for self-
assessment to improve personal performance and learning. Encourage students to
use the rubrics to assess their own work.

TYPES OF RUBRICS

ANALYTIC
HOLISTIC An analytic rubric
A holistic rubric consists of a resembles a grid with the
single scale with all criteria criteria for a student
to be included in the product listed in the
evaluation being considered leftmost column and with
together including, (clarity, levels of performance listed
organization, and across the top row often
mechanics). With a holistic using numbers and/or
rubric the rater assigns a descriptive tags. The cells
single score (usually on a 1 within the center of the
to 4 or 1 to 6 point scale) rubric may be left blank or
based on an overall may contain descriptions of
judgment of the student what the specified criteria
work. The rater matches an look like for each level of
entire piece of student work performance. When scoring
to a single description on with an analytic rubric each
the scale. of the criteria is scored
individually.
 Checklist is an assessment tool that lists the specific
criteria for the skills, behaviors, or attitudes that
participants should demonstrate to show successful
learning from training. Checklists usually feature
statements or questions about the participant's
performance of each criteria.
AFFECTIVE ASSESSMENT

Rating scale is a measurement tool or a system used to

assess and evaluate the performance, behavior, skills, or
other relevant characteristics of individuals, products,
services, or any other subject of interest.
TOOLS

Likert scale is a rating scale used to measure survey

participants' opinions, attitudes, motivations, and more. It
uses a range of answer options ranging from one extreme
attitude to another, sometimes including a moderate or
neutral option. However, 4- to 6 point scales are the most
popular.

Semantic Differential Scale is a rating scale used to

measure the attitudes and opinions of respondents
toward an object, person, event, or idea. It uses a set of
bipolar adjectives, such as "good-bad," "happy-sad,"
"strong-weak," etc., placed at opposite ends of a
continuum.

Sentence completions test your ability to use the

information found in complex, but incomplete, sentences
in order to correctly complete the sentences. Sentence
completions test two separate aspects of your verbal
skills: your vocabulary and your ability to fol- low the
internal logic of sentences.
 ERRORS DESCRIPTION
COMMON RATING SCALE ERRORS

LENIENCY ERROR Occurs when a teacher tends to make

almost all ratings toward the high end
of the scale, avoiding the low end of
the scale.
SEVERITY ERROR A teacher tends to make almost all
ratings towards the low end of the
scale. This is the opposite of the
leniency error.
CENTRAL TENDENCY Occurs when a teacher hesitates to
use extremes and used only the
ERROR middle part of the scale.

HALO EFFECT Occurs when a teacher lets his/her

general impression of the student
affect how/she rates the student on
specific dimension.
Occurs when a teacher has a general
PERSONAL BIAS tendency to use inappropriate or irrelevant
stereotypes favoring boys over girls, from
rich families over middle-income families,
etc.
Occurs when a teacher gives similar ratings
LOGICAL ERROR to two or more dimensions that the
teacher believes to be related where in fact
they are not related at all.

RATER DRIFT Occurs when the rates, whose ratings

originally agreed, begin or redefine
the rubrics for themselves.
 Bloom's Taxonomy

COGNITIVE DOMAIN
LEVEL DESCRIPTION

REMEMBER Retrieve, recall, or recognize

relevant knowledge from long-
term memory.

UNDERSTAND Demonstrate comprehension through

one or more forms of explanation.

APPLY Use information or a skill in a new

situation.
ANALYZE Break material into its constituent
parts and determine how the
parts relate to one another
and/or to an overall structure or
purpose.

EVALUATE Make judgments based on criteria

and standards.
CREATE Put elements together to form a
new coherent or functional
whole; reorganize elements into a
new pattern or structure.
 AFFECTIVE DOMAIN
LEVEL DESCRIPTION
RECEIVING Awareness, willingness to hear, selected
attention.
RESPONDING Active participation on the part of the
learners. Attends and reacts to a particular
phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).

VALUING The worth or value a person attaches to a

particular object, phenomenon, or
behavior. This ranges from simple
acceptance to the more complex state of
commitment. Valuing is based on the
internalization of a set of specified values,
while clues to these values are expressed in
the learner’s overt behavior and are often
identifiable.

ORGANIZING Organizes values into priorities by

contrasting different values, resolving
conflicts between them, and creating a
unique value system. The emphasis is on
comparing, relating, and synthesizing
values.

INTERNALIZING VALUE Has a value system that controls their

behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the learner.
Instructional objectives are concerned with
the student's general patterns of
adjustment (personal, social, emotional).
 PSYCHOMOTOR DOMAIN
LEVEL DESCRIPTION
PERCEPTION (AWARENESS) The ability to use sensory cues to guide
motor activity. This ranges from sensory
stimulation, through cue selection, to
translation.

SET Readiness to act. It includes mental,

physical, and emotional sets. These three
sets are dispositions that predetermine a
person's response to different situations
(sometimes called mindsets).

GUIDED RESPONSE The early stages in learning a complex skill

that includes imitation and trial and error.
Adequacy of performance is achieved by
practicing.

MECHANISM (BASIC PROFICIENCY) This is the intermediate stage in learning a

complex skill. Learned responses have
become habitual and the movements can
be performed with some confidence and
proficiency.

COMPLEX OVERT RESPONSE (EXPERT) The skillful performance of motor acts that
involve complex movement patterns.
Proficiency is indicated by a quick, accurate,
and highly coordinated performance,
requiring a minimum of energy.

ADAPTATION Skills are well developed and the individual

can modify movement patterns to fit special
requirements.
ORIGINATION Creating new movement patterns to fit a
particular situation or specific problem.
Learning outcomes emphasize creativity
based upon highly developed skills.

CHARACTERISTICS OF THE 21ST CENTURY

RESPONSIVE
Visible performance-based work (as a result of assessment) generates data
that inform curriculum and instruction.

FLEXIBLE
Asssessment need to be adaptable to students' settings. Rather than the
identical approach that works in traditional assessment, 21st century
approaches are more versatile.

INTEGRATED
Assessment are to be incorporated into day-to-day practice rather than as
add-ons at the end of instructions or during a single specified week of the
school calendar.
INFORMATIVE
The desired 21st century goals and objectives are clearly stated and explicity
taught. Simply guide students towards achievement of targets.

MULTIPLE METHODS
An assessment continuum that includes a spectrum of the strategies is the
norm.

COMMUNICATED
Communication of assessment data is clear and transparent for all
stakeholders.

TECHNICALLY SOUND
Adjusments and accommodations are made in the assessment process to
meet the students' needs and fairness.

SYSTEMIC
21st century assessment is part of a comprehensive and well -aligned
asssessment system that is balanced and inclusive of all students,
constituents, and stakehlders and designed to support improvement at all
levels,