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Assessment of Learning Chapter 1

The document discusses different types of assessment including formative assessment to enhance the learning process, summative assessment to evaluate learning, and the need for assessment to guide teachers and improve student performance. It also covers educational measurement, types of measurements, roles of assessment, and principles of evaluation. The assessment process aims to track student progress towards learning objectives.

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Christine Anne Clemente
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Download as PDF, TXT or read online on Scribd
84 views

Assessment of Learning Chapter 1

The document discusses different types of assessment including formative assessment to enhance the learning process, summative assessment to evaluate learning, and the need for assessment to guide teachers and improve student performance. It also covers educational measurement, types of measurements, roles of assessment, and principles of evaluation. The assessment process aims to track student progress towards learning objectives.

Uploaded by

Christine Anne Clemente
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Assessment of

Learning
Assessment for learning
Assessment of learning
Assessment for learning (formative
assessment)
-students are assessed in order to
enhance the teaching learning process
guided by the principle that education is
lifelong activity and does not cease after
one’s graduation from school
Assessment of learning (summative
assessment)
-is the building block by which we
introduce the idea of learning.
ASSESSMENT is a process of
gathering and organizing
information on how of
instructional objective or
purpose is being achieved.
The need for assessment:
1. The information gathered
through the process will
definitely guide the teacher
in making decisions.
2. The choice of appropriate
assessment procedures will
contribute to the improvement
of student performance ,
especially when continuous
feedback is required.
3. Assessment process make
it easy to track student progress
in learning rather than being
contented with isolated testing.
4. The teachers’ assessment
preferences become guides
to how the students will prepare
for the tests. The method should
jibe with the learning target set.
Educational Measurement
• Measurement refers to the process of
determining how much a particular
knowledge , skill or characteristic an
individual possesses.
Test is an instrument
designed to measure any
characteristics, quality, ability,
knowledge or skills . It also
comprised of items in the
area it is designed to
measure.
Types of Measurement
A. Objective measurement (testing)
B. Subjective measurement (perceptions)

Objective measurements are more stable


than subjective measurements.
It is also recommended to use both in order
to measure the cognitive and analytical
thinking of the students.
Various Roles of Assessment
• Diagnostic Assessment

• Formative Assessment

• Summative Assessment

• Placement
• Diagnostic Assessment: Pre-
assessment to determine students’
levels of initial skills, knowledge, and
understanding as they begin an
instructional episode or unit.
• Formative Assessment: Formal and
informal assessment conducted
throughout the episode or unit to
monitor students’ ongoing progress
relative to standards.
• Summative Assessment: Cumulative
assessment conducted at the end of
an episode or unit to evaluate
students’ level of proficiency or
mastery of identified standards.
• Placement: the final role of
assessment in curricular decisions.
– This assessment plays a vital role in
determining an appropriate placement of a
student both in terms of achievement and
aptitude.
– It is also an evaluation accounts for student’s
entry behavior or performance. It determines
the knowledge and skills he possesses.
• Aptitude: refers to the area or
discipline where a student would
most likely excel or do well.
Assessment
A. Classify the following either as OBJECTIVE or SUBJECTIVE
1. Age of a pupil in years
2. Test score in Grade 3 Science
3. Attitude score based on observations
4. Class participation
5. Length of a piece of paper in inches
6. Classroom behavior scale
7. Grade of a project submitted
8. Showmanship in a school play
9. Height of a building in meters
10. Perceptions on the effectiveness of a teacher
Assessment
B. Identify the role of assessment illustrated by the following:
1. Entrance examination
2. Daily quiz
3. Unit test
4. Periodical test
5. District wide test
6. National scholastic test
7. Attitudinal test
8. Licensure Examination for Teacher
9. IQ Test
10. pretest
Assessment Evidence
Assessment Forms

Journals Homework
Big Ideas

Demonstration Enduring Recitation


Understanding

Rubrics Knowledge Skills Quizzes

Performance Task Exams


EVALUATION
• Is the process of gathering and
interpreting evidence regarding the
problems and progress of individuals
in achieving desirable educational
goals.
ASSESSMENT is a process of
gathering and organizing
information on how of
instructional objective or
purpose is being achieved.
EVALUATION MODELS

CONTEXT INPUT PROCESS

OUTPUT OUTCOME
Purpose of Evaluation
• To maintain standard
• To select students
• To motivate learning
• To guide learning
• To furnish instruction
Function of Evaluation
• Prediction
• Diagnosis
• Research
Areas of Educational Evaluation
• Achievement
• Aptitude
• Interest
• Personality
• Teaching, Learning and Evaluation
– Are three independent aspects of the educative
process.
– This interdependence is clearly seen when the
main purpose of instruction is conceived in
terms of helping pupils achieve a set of learning
outcomes which includes :
• Changes in the intellectual
• Emotional or physical domains
Principles of Educational Evaluation
►Evaluation should include all significant
evidence from every possible source.
►Evaluation should be continuous
comprehensive and a cumulative process
►Evaluation should recognize that the total
individual personality is involved in
learning
Principles of Educational Evaluation
►Evaluation should be democratic and
cooperative.
►Evaluation should be positive and action-
directed.
►Evaluation should give opportunity to the
pupil to become increasingly independent
in self-appraisal and self direction

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