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College of Education: Module 2: Important Concepts in Assessment I. Objectives

The document discusses key concepts in student assessment including defining terms like assessment, evaluation, and measurement. It differentiates between formative, summative, and diagnostic assessments and their purposes in measuring student learning and improving instruction. Guidelines for effective student assessment emphasize using clear learning objectives, a variety of assessment methods, fairness, and feedback to support student learning.

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Salcedo, Angel Grace M.
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105 views

College of Education: Module 2: Important Concepts in Assessment I. Objectives

The document discusses key concepts in student assessment including defining terms like assessment, evaluation, and measurement. It differentiates between formative, summative, and diagnostic assessments and their purposes in measuring student learning and improving instruction. Guidelines for effective student assessment emphasize using clear learning objectives, a variety of assessment methods, fairness, and feedback to support student learning.

Uploaded by

Salcedo, Angel Grace M.
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CITY UNIVERSITY OF PASAY

College of Education
Assessment of Learning 1
_____________________________________________________________________________

Module 2: Important Concepts in Assessment

I. Objectives:

1. Define the following terms: assessment, evaluation , measurement, summative and formative
assessment
2. Enumerate the different purposes of assessment
3. Differentiate between norm referenced and criterion referenced testing

II. Introduction/Overview

Objectives give us guidance on what to assess and this chapter will tell you how to do that. This
chapter will teach you as teachers whether your teaching had been effective or if learning had taken
place. Accurately measuring student progress with reliable assessments and then evaluating the
information to make instruction more efficient, effective and interesting is what instruction is all about.
Educators who are willing to make thoughtful and intentional changes in instruction based on more than
the next chapter in the textbook find higher student engagement and more highly motivated students.

In fact, when students are included in the evaluation process, they are more likely to be self-motivated.
Students who see the results of their work only on the quarterly or semester report card or the high-
stakes testing report are often discouraged or deflated, knowing that the score is a permanent record of
their past achievement.

When students are informed about the results of more frequent formative assessments and can see how
they have improved or where they need to improve, they more easily see the value of investing time and
energy in their daily lessons and projects

III. Lesson Proper:

A. Different Terminologies

Tests or Measurement

Is the method used to measure the level of performance or achievement of the learner.

 The word measurement, as it applies to education, is not substantially different from


when it is used in any other field. It simply means determining the attributes or
dimensions of an object, skill or knowledgeIt is a process of quantifying the achievement
of the learner
CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1
 It answers the question “Was the instruction effective?” “Did the instruction achieve the
intended learning outcomes or lesson objectives?”

 Observation, portfolios, performances, other than the written tests, are measurement
tools to measure the performance of the learner

 We use common objects in the physical world to measure, such as tape measures,
scales and meters. These measurement tools are held to standards and can be used to
obtain reliable results. When used properly, they accurately gather data for educators
and administrators.

 Some standard measurements in education are raw scores, percentile ranks and
standard scores.

Assessment

 Assessment is defined as an act or process of collecting and interpreting information


about student learning

 Teachers gather information by giving tests, conducting interviews and monitoring


behavior. The assessment should be carefully prepared and administered to ensure its
reliability and validity. In other words, an assessment must provide consistent results and
it must measure what it claims to measure
 It is a systematic process of gathering, collecting information about student learning from
tests or measurement of learning

 It provides feedback to students regarding their progress


 It serves as diagnostic tool for instruction

Evaluation

 Evaluation is the process of using the measurements gathered in the assessments.

 Teachers use this information to judge the relationship between what was intended by
the instruction and what was learned.
CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1
 They evaluate the information gathered to determine what students know and
understand, how far they have progressed and how fast, and how their scores and
progress compare to those of other students

 Its purpose is to judge the worth or quality of the student’s performance

 Evaluation occurs after the assessment data had been collected and synthesized

 It is the time when the teachers evaluates how well or to what extent the student attained
the instructional outcomes

B. Role of Assessment in the Classroom


There are three roles of assessment in the instructional process
1. Beginning of Instruction

The purpose of placement assessment is to determine the prerequisite skills,


degree of mastery of learning, and what mode could be the best one for learning.
An example of this is entrance examination given by schools to students entering
their institutions.

2. During Instruction

During the instructional process, the main concern of the teacher is to monitor
the learning progress of the student. Based on recent researches, it shows that
providing feedback to students during instruction is a significant strategy to move
them forward in their learning. There are two types of assessment during
instruction. These are the formative and diagnostic assessment
a) Formative assessment - This is used to monitor the learning progress of
students during instruction. The purposes of this type of assessment are
1)provide immediate feedback to the teacher and student if instruction is
effective or not 2) identify the learning errors that are in need of correction
3)to provide teachers with information so they could modify ineffective
instruction
CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1
b) Diagnostic assessment – This assessment is given at the beginning of
instruction or during instruction. It aims to determine the extent to which the
instructional

Assessing students must be ongoing and frequent. Scheduled assessments are


important to the process, but teachers must also be prepared to re-assess
students, even if informally, when they sense students are either bored with the
daily lesson or frustrated by material they are not prepared for. Using the
measurements of these intermittent formative assessments, teachers can fine-
tune instruction to meet the needs of their students on a daily and weekly basis

.3) Summative Assessment

Is the type of assessment usually given at the end of the course or unit. The
purposes of this type of assessment are the following:

a) To determine the extent to which the instructional objectives have


been met
b) To certify student mastery of the intended learning outcomes and
assigning grades
c) To provide information for judging appropriateness of instructional
objectives
d) To determine effectiveness of insruction

C. GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT


Improvement of student learning is the main purpose of classroom assessment. This can be done
if assessment is integrated with good instruction. Here are someof the general guidelines for
using student effectively (Gronlund, 1998).
1. Effective assessment requires a clear concept of all intended learning objectives
2. Effective assessment requires a variety of assessment procedures
3. Effective assessment requires that instructional relevance of the procedure should be
considered
4. Effective assessment requires an adequate sample of student performance
5. Effective assessment requires that the procedures be fair to everyone
6. Effective assessment requires feedback to students emphasizing strengths and
weaknesses to be corrected
CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1
7. Effective assessment must be supported by comprehensive grading and reporting of
results

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