Jon Angelo V.

De Castro
PREMID REVIEWER IN PROF.ED. 8 ASSESSMENT IN LEARNING (MA’AM FE CANDELARIA)

CHAPTER I COMPONENTS OF THE TEACHING LEARNING PROCESS

LEARNING OBJECTIVES – (Basic Education)

-first to be done in creating a lesson
-curriculum competencies

LEARNING OUTCOMES – (Higher Education)

-what should my students learn, need to learn, how can my student learn.
-usually a POV of a student

OUTCOME BASED EDUCATION (CMO no.46 ser.2012)

-Mabini Colleges’ syllabus is under OBE
-After learning this lesson what can my student…
-What can my student perform, learn….

LEARNING OBJECTIVE
*Definition*: A learning objective is a clear, concise statement that defines what students are
expected to learn and be able to do by the end of a lesson or course.
*Purpose*: It guides the instructional process and helps both teachers and students understand the
goals of the learning experience.
*Example*: "Students will be able to identify and describe the functions of major cell organelles." ###

LEARNING EXPERIENCE
*Definition*: A learning experience encompasses the activities, tasks, and interactions that students
engage in to achieve the learning objectives.
*Purpose*: It provides the means through which students can acquire the knowledge and skills
outlined in the learning objectives.
*Example*: Hands-on lab activities, group discussions, and multimedia presentations that help
students explore and understand cell biology.

ASSESSMENT OF LEARNING -
*Definition*: Assessment of learning involves evaluating and measuring the extent to which students
have achieved the learning objectives.
*Purpose*: It provides feedback to both students and instructors about the effectiveness of the
learning experience and the level of student understanding.
*Example*: Quizzes, exams, lab reports, and presentations that test students' knowledge and skills
related to cell organelles.

Connecting the Three

1. *Start with Learning Objectives*: Clearly defined learning objectives set the stage for what
students need to achieve.
2. *Design Learning Experiences*: Based on these objectives, instructors create engaging and
effective learning experiences that facilitate the acquisition of the desired knowledge and skills.
3. *Assess Learning*: Finally, assessments are used to measure whether students have met the
learning objectives, providing valuable feedback for both students and instructors.
Jon Angelo V. De Castro

Learning assessment goes back to the objective to check if the attainment was met. If not attained,
change the learning experiences, the approach, and style of teaching, BUT NOT the objectives. For the
reason that there are many things considered in constructing the objectives. It is also a cyclical process
and have that room for improvement every process.

TRADITIONAL/CONVENTIONAL ASSESSMENT
-students are focused solely on book content and knowledge

ALTERNATIVE/AUTHENTIC ASSESSMENT
-students creates their own knowledge, express their opinions, reflections, therefore giving an
authentic knowledge.
Jon Angelo V. De Castro
KEY CONCEPTS OF ASSESSMENT

ASSESSMENT
-is the act of gathering information on a daily basis in order to understand individual student’s learning
and needs.
-Assessment is a method of gathering your school performance data that aims to collect information
to specify and verify problems concerning your learning achievement. Thus, your teacher can make
decisions regarding your learning performance. It is essentially taking a sample of what you do,
making inferences, and estimating the worth of your actions. Some proof of your learning success can
be manifested in your tests, written works, journals, portfolios, and other learning tasks

EVALUATION
-is the culminating act of interpreting the information gathered for the purpose of making decisions or
judgments about students’ learning and needs, often at reporting time. It forms as part of assessment.

MEASUREMENT
-broadly includes testing and other types of measurement, as well as other types of information that
result in quantitative data such as attendance, records, teacher ratings of students, etc.

-is the assignment of a quantitative description of the pupils’/learners’ performance. The most
common example in classroom is when your teacher administers a quiz test or term examinations
and gives a score. On the other hand, when we measure objects, we use some standard instrument to
find out the length, mass, temperature, degree, behavior, and other things that we would like to find
out. Such instruments may be a ruler, scale, thermometer, pressure gauge, etc

TESTING
refers to procedures that are based on tests. In learning, it is a salient part of assessment

Analogy: Baking a Cake

*Assessment*: Think of assessment as *tasting the cake*. It involves checking the flavor, texture, and
overall quality to see if it meets the desired standards. This is similar to how teachers assess students'
understanding and skills through various activities and assignments. –

*Evaluation*: Evaluation is like *judging a cake competition*. It involves making a judgment about the
overall quality and success of the cake based on specific criteria. In education, evaluation refers to
making informed judgments about the effectiveness of the learning process and outcomes.

*Measurement*: Measurement is akin to *using a scale to weigh the ingredients*. It involves

quantifying specific aspects, such as the weight of flour or sugar. In the context of learning,
measurement refers to quantifying students' performance and progress using scores, grades, or other
numerical indicators. –

*Testing*: Testing is like *following a recipe to bake the cake*. It involves a structured process to
determine if the cake turns out as expected. In education, testing refers to administering standardized
exams or quizzes to determine if students have acquired the knowledge and skills outlined in the
learning objectives.
Jon Angelo V. De Castro
Connecting the Four

1. *Testing*: You follow a structured process (recipe) to see if students (cake) meet the learning
objectives.

2. *Measurement*: You quantify specific aspects (weighing ingredients) of students' performance.

3. *Assessment*: You check the overall quality (tasting the cake) of students' understanding and skills.

4. *Evaluation*: You make informed judgments (judging a cake competition) about the effectiveness of
the learning process and outcomes.

CHAPTER II APPROACHES TO ASSESSMENT/PURPOSES OF ASSESSMENT

ASSESSMENT FOR LEARNING

-The preposition “for” in assessment FOR learning implies that assessment is done to improve and
ensure learning. This is referred to as FORMative assessment, assessment that is given while the
teacher is in the process of student formation (learning). It ensures that learning is going on while
teacher is in the process of teaching.

-Teacher does not lose anything if as he/she teaches he/she checks for understanding now and then.
This is to ensure that before he/she proceeds further or comes near the end of the chapter, unit or
course or grading period, the students understood the lesson.

-Formative assessment also includes the pre-test and the posttest that a teacher gives to ensure
learning. This is also termed pre-assessment.

Pre-test is used to find out where the students are or to determine their entry knowledge or skills so
teacher knows how to adjust instruction.

Post-test is used to find out if the intended learning outcome has been attained after the teaching-
learning process. If not, all students have attained it, then teacher has to apply an intervention or a
remediation.

ASSESSMENT OF LEARNING

is usually given at the end of a unit, grading period or a term like a semester. It is meant to assess
learning for grading purposes, thus the term Assessment OF Learning. It is referred to as summative
assessment. The effectiveness of summative assessment depends on the validity and reliability of the
assessment activity and tools.

ASSESSMENT AS LEARNING

is associated with self-assessment. As the term implies, assessment by itself is already a form of
learning for the students. As students assess their own work (e.g. writing a paragraph) and or with their
peers with the use of scoring rubrics, they learn on their own what a good paragraph is. At the same
time, as they are engaged in self-assessment, they learn about themselves as learners and become
aware of how they learn. In short, in assessment AS learning, students set their targets, actively monitor
and evaluate their own learning in relation to their target. As a consequence, they become selfdirected
or independent learners. By assessing their own learning, they are learning at the same time.
Jon Angelo V. De Castro
MIDTERM REVIEWER IN PROF.ED. 8 ASSESSMENT IN LEARNING (MA’AM FE CANDELARIA)

CHAPTER III PRINCIPLES OF ASSESSMENT

1. Assessment is an essential component of the teaching-learning process. This should be

planned, continuous activities which are derived from curriculum objectives and
consistent with the instructional and learning strategies.

2. A variety of assessment techniques should be used. Students should be given

opportunities to demonstrate the extent of their knowledge, abilities and attitudes in a
variety of ways.

3. Teachers should communicate assessment and evaluation and plan in advance,

informing the students of the objectives and the assessment procedures relative to the
objectives. Students should have opportunities for input into the process.

4. Assessment should be fair and equitable. This should be sensitive to family, community,
gender and culture.

5. Assessment should help the students. This should provide positive feedback and
encourage students to participate actively in their own assessment in order to foster
lifelong learning and enable them to transfer knowledge and abilities to their life
experiences.

6. Assessment data and results should be communicated to students and

parents/guardians regularly, in meaningful ways.
Jon Angelo V. De Castro
Jon Angelo V. De Castro
Analyze the pairs of learning outcomes and assessment tasks in the next slide. Tell them which
follows the principle of constructive alignment.

Learning Outcomes Assessment Tasks

To dance tango Trace the history of tango
To interpret a given poem What its your favorite line in the poem? Why?
To present a report with Power Point Demonstrate how to do a Power Point
presentation
To derive the meaning of at least 5 words by Match the meaning of the words in Column 1
means of context clues with those in Column 2
To solve a given mathematical problem Determine what are given and what is asked
To trace the historical development of the Trace the historical development of the
Philippine basic education curriculum Philippine basic education curriculum with the
use of an appropriate graphic organizer