BASIC CONCEPTS AND

PRINCIPLES IN ASSESSING
LEARNING
LESSON 1
 Describe assessment in learning
and related concepts Demonstrate understanding of the different
principles in assessing learning through the
preparation of an assessment plan

DESIRED SIGNIFICANT LEARNING OUTCOMES

COMPETITIVE LANDSCAPE

At the end of the lesson , you

should be able to prepare an
assessment plan to show
understanding of the
concepts and principles in
assessing learning.
WHAT IS ASSESSMENT IN
LEARNING?
ASSESSMENT

Rooted in the Latin word Assidere which

means “to sit beside another.”
ASSESSMENT IN LEARNING IS VITAL
TO THE EDUCATIONAL PROCESS.
WHY?
ASSESSMENT DEFINED

-process of gathering quantitative and/or

qualitative data for the purpose of making
decisions.
ASSESSMENT IN LEARNING DEFINED

-the systematic and purpose-oriented

collection, analysis, and interpretation of
evidence of students learning in order to
make informed decisions relevant to the
learners.
AIM OF ASSESSMENT

-to use evidence on student learning to

further promote and manage learning.
CHARACTERISTICS

-it is a process.
-it is based on specific objectives
- It is from multiple sources
HOW IS ASSESSMENT IN LEARNING SIMILAR OR
DIFFERENT FROM THE CONCEPT OF
MEASUREMENT OR EVALUATION OF LEARNING?
ELABORATE

Measurement can be defined as the process of quantifying

the attributes of an object
Evaluation refer to the process of making value
judgements on the information collected from
measurement based on specified criteria
IN THE CONTEXT OF ASSESSMENT IN LEARNING….

Measurement refers to the actual collection of

information on student learning through the use of
various strategies and tools, while evaluation refers to
the actual process of making a decision or judgment on
student learning based on the information collected from
measurement.
THEREFORE

Assessment can be considered as an

umbrella term consisting of
measurement and evaluation.
ASSESSMENT AND TESTING

TESTING refers to the use of a test or battery of tests to

collect information on student learning over a specific
period of time.
A TEST is a form of assessment , but not all assessments
use test or testing.
A TEST CAN BE CATEGORIZED AS EITHER….

A SELECTED RESPONSE
A CONSTRUCTED RESPONSE
TEST FORMAT

OBJECTIVE FORMAT- e.g. multiple choice,

enumeration
SUBJECTIVE FORMAT- e.g. essay
OBJECTIVE VS SUBJECTIVE

OBJECTIVE FORMAT- provides for a more bias-

free scoring
SUBJECTIVE FORMAT- allows for a less
objective means of scoring, especially if no rubric
is used
TOS –TABLE OF SPECIFICATIONS

-a table that maps out the essential aspects of a test

(objectives, contents, topics covered by the test,
item distribution)
It is used in the design and development of a test.
TEST RESULTS INTERPRETATION

Descriptive statistics are

typically used to describe and
interpret the results of the test.
PSYCHOMETRIC PROPERTIES

A TEST IS SAID TO BE GOOD AND EFFECTIVE if it has

acceptable psychometric properties
1. Valid
2. Reliable
3. Has acceptable level of difficulty
4. Can discriminate between learners with higher and lower ability.
ASSESSMENT AND GRADING

Grading is the process of assigning value

to the performance or achievement of a
learner based on specified criteria or
standards.
OTHER BASES FOR GRADING LEARNERS

Recitation
Seatwork
Homework
project
GRADING

The final grade of a learner in a subject or course is

the summation of information from multiple sources
It is a form of evaluation which provides information
on whether a learner passed or failed a subject or a
particular task.
QUIZ
1. THE SYSTEMATIC AND PURPOSE-ORIENTED COLLECTION,
ANALYSIS, AND INTERPRETATION OF EVIDENCE OF STUDENTS
LEARNING IN ORDER TO MAKE INFORMED DECISIONS RELEVANT TO
THE LEARNERS.

A. Assessment in Learning
B. Assessment
C. Test
D. Measurement
2. PROCESS OF GATHERING QUANTITATIVE AND/OR
QUALITATIVE DATA FOR THE PURPOSE OF MAKING DECISIONS.

A. Assessment in Learning
B. Assessment
C. Test
D. Measurement
3. THE PROCESS OF QUANTIFYING THE ATTRIBUTES OF AN
OBJECT.

A. Assessment in Learning
B. Assessment
C. Test
D. Measurement
4. WHICH IS NOT A CHARACTERISTIC OF ASSESSMENT

A. it is a process.
B. it is based on specific objectives
C. It is from one specific source
D. It is from multiple sources
5. THE AIM OF ASSESSMENT IS TO USE EVIDENCE ON
TEACHERS EFFECTIVENESS AND MANAGE TEACHING PROCESS.

a.TRUE
b.FALSE
6. ASSESSMENT CAN BE CONSIDERED AS AN UMBRELLA TERM
CONSISTING OF MEASUREMENT AND EVALUATION.

a.TRUE
b.FALSE
7. THEME WRITING IS AN EXAMPLE OF

a.Selected Response
b. Constructed Response
8. INFERENTIAL STATISTICS ARE TYPICALLY USED TO
DESCRIBE AND INTERPRET THE RESULTS OF THE TEST

a.True
b. False
9. A TABLE THAT MAPS OUT THE ESSENTIAL ASPECTS OF A TEST (OBJECTIVES,
CONTENTS, TOPICS COVERED BY THE TEST, ITEM DISTRIBUTION)

a. Rubrics
b. Chart
c. Table of Specifications
10. MULTIPLE CHOICE, ENUMERATION ARE EXAMPLES OF
WHAT TYPE OF TEST

a. OBJECTIVE
b. SUBJECTIVE
THE DIFFERENT MEASUREMENT FRAMEWORKS USED IN
ASSESSMENT (PSYCHOMETRIC THEORIES)

1. CLASSICAL TEST THEORY (CTT)

2. ITEM RESPONSE THEORY (IRT)

CLASSICAL TEST THEORY
 Also known as the TRUE SCORE THEORY
 Explains that variations in the performance of examinees on a given
measure is due to variations in their abilities.
 Assumes that an examinee’s observed score in a given measure is the sum of
the examinee’s true score in a given measure is the sum of the examinee’s
true score and some degree of error in the measurement caused by some
internal and external conditions
 It also assumes that all measures are imperfect, and the scores obtained from
a measure could differ from the true score of an examinee.
CLASSICAL TEST THEORY

 The CTT provides an estimation of the item

difficulty based on the frequency or number of
examinees who correctly answer a particular
item; items with fewer number of examinees
with correct answers are considered more
difficult.
CLASSICAL TEST THEORY

 Provides an estimation of item discrimination based on the number

of examinees with higher or lower ability to answer a particular item.
If an item is able to distinguish between examinees with higher
ability (higher total test score) and lower ability ( lower test score),
then an item is considered to have good discrimination. Test
reliability can also be estimated using approaches from CTT (ex.
Kuder-Richardson 20, Cronbach’s alpha)
CLASSICAL TEST THEORY

 Item analysis based on CCT has been the

dominant approach because of the
simplicity of calculating the statistics (Item
difficulty index, item discrimination index,
item-total correlation)
ITEM ANALYSIS
ITEM RESPONSE THEORY

The IRT analyzes test items by estimating

the probability that an examinee answers
an item correctly or incorrectly
In IRT it is assumed that the characteristic
or ability of the examinee and vice-versa.
ITEM RESPONSE THEORY
IRT analysis can provide significantly more
information on items and tests, such as fit
statistics, item characteristic , curve (ICC)
and test characteristic curve (TCC) aside
from item difficulty and item discrimination
indices.
TYPES OF ASSESSMENT IN LEARNING
 TYPES OF ASSESSMENT IN LEARNING

1. Formative 3. Diagnostic
Assessment
2. Summative
Assessment 4. Placement
 TYPES OF ASSESSMENT IN LEARNING

1. Traditional 2. Authentic
 Formative Assessment

 refers to the assessment activities that provide

information to both teachers and learners on how
they can improve the teaching-learning process
 it is used at the beginning and during instruction
for teachers to assess learners’ understanding
 Formative Assessment

 the information collected allows the teachers to

make adjustments to their instructional process and
strategies to facilitate learning.
 can inform learners about their strengths and
weaknesses to enable them to take steps to learn
better and improve their performance.
SUMMATIVE ASSESSMENT

Are assessment activities that aim to

determine learners’ mastery of content or
attainment of learning outcomes.
SUMMATIVE ASSESSMENT

Provides information on the quantity or

quality of what students have learned or
achieved at the end of instruction.
SUMMATIVE ASSESSMENT

The data provide teachers information

about the effectiveness of their teaching
strategies and how they can improve
instruction in the future.
SUMMATIVE ASSESSMENT
Can also inform learners about what they
have done well and what they need to
improve on in their future classes or
subjects. (through performance reports and
teachers feedback)
DIAGNOSTIC ASSESSMENT

Aims to detect the learning problems or

difficulties of the learners so that the
corrective measures or interventions are
done to ensure learning
DIAGNOSTIC ASSESSMENT

Is usually done right after seeing

signs of learning problems in the
course of teaching.
DIAGNOSTIC ASSESSMENT

It can also be done at the beginning of the

school year for the spirally-designed curriculum
so that the corrective actions are applied if pre-
requisite knowledge and skills for the targets of
instruction have not been mastered yet.
PLACEMENT ASSESSMENT

It is usually done at the beginning of the school

year to determine what the learners already know
or what are their needs that could inform design of
instruction. The entrance examination is an
example of a placement assessment.
TRADITIONAL ASSESSMENT
Refers to the use of conventional
strategies or tools to provide information
about the learning of students.
Often used as basis for evaluating and
grading learners.
TRADITIONAL ASSESSMENT
Objective and subjective paper and
pencil tests are used
Commonly used in classrooms
Viewed as an inauthentic type of
assessment
AUTHENTIC ASSESSMENT
Refers to the use of assessment strategies
or tools that allow learners to perform or
create a product that are meaningful to the
learners, as they are based on real-world
contexts.
AUTHENTIC ASSESSMENT

 most authentic assessments are those

that allow performance that most closely
resemble real-world tasks or applications
in real-world settings or environments.
PRINCIPLES IN ASSESSING LEARNING
PRINCIPLES IN ASSESSING LEARNING

1. Assessment should have a

clear purpose
NOTES:

 Assessment starts with a clear purpose.

The methods used in collecting information
should be based on this purpose. The
interpretation of the data collected should be
aligned with the purpose that has been set.
PRINCIPLES IN ASSESSING LEARNING

2. Assessment is not an
end in itself
NOTES:

 Assessment serves as a means to enhance student

learning. It is not a simple recording or
documentation of what learners know and do not
know. Collecting information about student learning,
whether formative or summative, should lead to
decisions that will allow improvement of the learners.
PRINCIPLES IN ASSESSING LEARNING

3. Assessment if an
ongoing, continuous and a
formative process.
NOTES:

 Assessment consists of a series of tasks

and activities conducted over time. It is not
a one-short activity and should be
cumulative. Continuous feedback is an
important element of assessment.
PRINCIPLES IN ASSESSING LEARNING

4. Assessment is
learner-centered.
NOTES:

 Assessment is not about what a teacher does but

what the learner can do. Assessment of learners
provides teachers with an understanding on how
they can improve their teaching which corresponds
to the goal of improving student learning.
PRINCIPLES IN ASSESSING LEARNING

5. Assessment is both
process-and product-
oriented.
NOTES:

 Assessment gives equal importance to

learner performance or product and the
process they engage in to perform or
produce a product.
PRINCIPLES IN ASSESSING LEARNING

6. Assessment must be
comprehensive and
holistic.
NOTES:

 Assessment should be performed using a

variety of strategies and tools designed to
assess student learning in a holistic way.
Assessment should be conducted in multiple
periods to assess learning overtime.
PRINCIPLES IN ASSESSING LEARNING

7. Assessment requires the

use of appropriate
measures.
NOTES:

 For assessment to be valid , the assessment tools or

measures used must have sound psychometric
properties, including, but nor limited to, validity and
reliability. Appropriate measures also mean that
learners must be provided with challenging but age
and context appropriate assessment tasks.
PRINCIPLES IN ASSESSING LEARNING

8. Assessment should be
as authentic as possible.
NOTES:

 Assessment tasks or activities should closely,

if not fully, approximate real-life situations or
experiences. Authenticity of assessment can be
thought of as a continuum from least authentic
to most authentic, with more authentic tasks
expected to be more meaningful for learners.
Q AND A
1. What is assessment in learning?
2. How similar or different is assessment from
measurement, evaluation and testing and grading?
3. What is the main difference between classical test
theory and item-response theory?
Q AND A

4. What are the different types of assessment?

5. Give three core principles in assessing learning.
Q AND A

Draw a metaphor that will visually illustrate what is

assessment in learning.
APPLY
Based on the lessons on the basic concepts and
principles in assessment in learning, select five
core principles in assessing learning and explain
them in relation to your experience with a previous
or current teacher in one of your courses/subjects.
ACTIVITY 2
PRINCIPLE ILLUSTRATION OF PRACTICE

Assessment should be
1. In our practicum course, we were asked
to prepare a lesson plan then execute the
as authentic as possible plan in front of the students with my critic
teacher around to evaluate my
performance. The actual planning of the
lesson and its execution in front of the
class and the critic teacher is a very
authentic way of assessing my ability to
design and deliver instruction rather than
being assessed through demonstration in
front of my classmates in the classroom
ACTIVITY 3: PREPARE A PLAN ON HOW YOU WILL CONDUCT
ASSESSMENT BASED ON THE CORE PRINCIPLES YOU HAVE LEARNED.
PRINCIPLE PLAN FOR APPLYING THE PRINCIPLES IN
YOUR CLASSROOM ASSESSMENT
1. Assessment should have a clear purpose

2. Assessment is not an end in itself

3. Assessment is an ongoing , continuous and formative

process
4. Assessment is learner-centered

5. Assessment is both process and product oriented

6. Assessment must be comprehensive and holistic

7. Assessment requires the use of appropriate measures.

8. Assessment should be as authentic as possible

QUIZ

1. Which of the following is TRUE about measurement and evaluation?

A. Measurement and evaluation involve collection of information
B. Measurement and evaluation are part of the assessment process.
C. Measurement and evaluation require the use of tests.
D. Measurement and evaluation are similar processes.
QUIZ

2. Which of the following assessment tasks is the least authentic?

A. Essay Test
B. Field demonstration
C. Multiple choice test
D. Research project.
QUIZ

3. Assessment is not about what the teacher does but what the learner can
do. This statement is most reflective of which principle of assessment?
A. Assessment should be as authentic as much as possible
B. Assessment should have a clear purpose
C. Assessment is not an end in itself
D. Assessment is learner-centered
QUIZ

4. Which of the following statements about assessment is NOT TRUE?

A. Assessment is systematic and purpose oriented
B. The word assessment is rooted in the Latin word Assidere
C. A test is a form of assessment, but not all assessments use test or
testing
D. Assessment is the process of assigning a numerical score to the
performance of a student.
QUIZ

5. Assessment should have a clear purpose. If you are already a classroom teacher, how
would you best demonstrate or practice this assessment principle?
A. Discuss with the class the grading system and your expectations of your
students. performance
B. When giving tests, the purpose of each test is provided in the first page of the
test paper
C. Explain during the first day of classes your assessment techniques and your
reasons for their use.
D. When deciding on an assessment task, its match and consistency with
instructional objectives and learning targets are ascertained.
QUIZ

6. Which among the principles did you find easy to

illustrate in the way that you planned your assessment?
Why?
7. Which among the principles did you find difficult to
illustrate in the way that you planned your assessment?
Why?