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Assessment in Learning I Module 1

Nature and Relevance of Assessment

Intended Learning Outcomes:

At the end of this module, the learner should be able to:
1. Explain the nature and relevance of measurement, test, assessment, and evaluation.
2. Differentiate measurement, test, assessment, and evaluation .
3. Distinguish the different types of assessment and explain its role in classroom
instruction.
4. Explain the purpose of classroom assessment.

Activity 1
Recall and list down the different types of test that you have taken.

Preschool Elementary High School College

Processing:
1. What are the tests that you have taken?
2. What are the similarities and differences between the tests that you have taken during:
Preschool, Elementary, High School, and College?.
3. Why do teachers use different types of tests?
4. What do you think is the purpose of each test?
5. What is the relevance of test to:
 Students
 Teachers
 Parents
 Administrators
 Discussion

MEASUREMENT
 It is a quantitative description of an object’s characteristics or attribute.

Significance of measurement in education/learning:

1. To determine how much learning a student has acquired compared to a standard or in
reference to other learners’ in a group.
2. To measure particular elements of learning (e.g. readiness to learn, recall of facts and
demonstration of specific skills)

Tools/Instruments
1. Oral presentations
2. Written reports
3. Portfolios
4. Rubrics
5. Tests

TESTING
 A formal, systematic procedure for gathering information.
 It is a tool comprised of a set of questions administered during a fixed period of time under
comparable conditions for all students.

Importance of Testing/Tests in Education/Learning

 It is an instrument used to measure a construct or make decisions.
 Educational tests may be used to measure the learning progress of a student.
 It is a form of assessment. It is a formal, systematic procedure for measuring a learner’s
knowledge, skills or abilities, administered under certain conditions.

Types of Test
A. According to Function 1. Educational Tests
2. Psychological Tests
B. According to Mode of Response 1. Oral Test
2. Written Tests
3. Performance Assessments
C. According to Ease of Quantification of 1. Objective
Response 2. Subjective

D. According to Mode of Administration 1. Individual test

2. Group test
E. According to Test Constructor 1. Standardized tests
2. Non-standardized tests
F. According to Mode of Interpreting Results 1. Tests that yield norm-reference
interpretations
 2. Tests that allow criterion-referenced
interpretations
G. According to Nature of Answer 1. Personality tests
2. Achievement tests
3. Intelligence tests
4. Socio-metric tests
5. Trade or vocational test

Functions of Test
A. Instructional Functions
 Tests facilitate the clarification of meaningful learning objectives.
 Tests provide a means of feedback to the instructor and the student.
 Tests can motivate learning.
 Test can facilitate learning.
 Tests are useful means of overlearning.

B. Administrative Functions
 Tests provide a mechanism of quality control.
 Tests facilitate better clarification and placement decisions.
 Tests can increase the quality of selection decisions.
 Tests can be a useful means of accreditation, mastery or certification.

C. Research and Evaluation

D. Guidance Functions
 Helps learners to set educational and vocational goals.

ASSESSMENT
 Any method utilized to gather information about student performance (Miller, Linn &
Gronlund, 2009)
 Pertains to all activities undertaken by teachers – and by their students in assessing
themselves that provide information to modify the teaching and learning activities in which
they are engaged. (Black and William, 1998)

EVALUATION
 It is the process of judging the quality of a performance o r a course of action (Rusell and Airasian,
2012)
 It is the process of gathering and interpreting evidence regarding the problems and progress of
individuals in achieving desirable educational goals.

Maximum
Performance
NATURE OF
ASSESSMENT
Typical
Performance
Types of Assessment in Learning
Formative Assessment - Done during instructions
- Used to determine the learner’s progress.
- Used to provide feedback and correct learning errors.
Summative Assessment - Done at the end of instructions
- Used to determine the end-of-course achievement.
Diagnostic Assessment - Done during instructions.
- Used to determine the causes of learner’s learning
difficulties.
Placement Assessment - Done prior to instruction
- Used to determine the learner’s prerequisite skills, and
degree of mastery of the course goals.
Traditional Assessment - Indirect and inauthentic measures of students learning
outcomes.
- Paper-and-pen test used in assessing knowledge and thinking
skills
- Frequently used to evaluate students, rank them, and assign
a
final grade.
Authentic Assessment - Measures performances or products which have realistic
meaning that can be attributed to the success in school
- Real world tasks
- Focus : analytical and creative thinking skills

Purposes of Assessment
Assessment for Learning Pertains to diagnostic and formative assessment tasks which
are used to determine learning needs, monitor academic
progress of students during a unit or block of instruction and
guide instruction.
Assessment as Learning It employs tasks or activities that provide students with an
opportunity to monitor and further their own learning – to
think about their personal learning habits and how they can
adjust their learning strategies to achieve their goals.
Assessment of Learning Is summative and done at the end of a unit, task, process or
period. Its purpose is to provide evidence of a student’s level
of achievement in relation to curricular outcomes.
 Purpose of Assessment & Evaluation

Activities
Activity 2. Check your Understanding.
Let us find out the concepts that you have acquired about the nature of assessment.
1. What is classroom assessment?
2. Using a diagram illustrate how similar or different is assessment from measurement, evaluation,
and testing.

Activity 3. Complete the t able.

Fill in the following table with your responses.
A. Types of Assessment in Learning
Types of Assessment in What? Why? When? Example/s
Learning
1. Formative Assessment
2. Summative Assessment
3. Diagnostic Assessment
4. Placement Assessment
5. Traditional Assessment
6. Authentic Assessment

B. Purposes of Assessment

Purposes of What? Why? When? Example/s

Assessment
1. Assessment for Learning
2. Assessment as Learning
3. Assessment of Learning
Activity 4. Reflection
As a student and a future educator, why is classroom assessment relevant in the teaching-learning
process?

Activity 5. Situational Analysis

During a meeting, your school principal announces that the faculty and staff will receive an
additional financial incentive if your school performance increases. The following are some of the
performance indicators:

1. Promotion Rate - assesses the extent of pupils/ students who are promoted to the next
grade/year level
2. Repetition Rate - determines the magnitude of students who repeat a grade/year level
3. School Leaver Rate - students who do not finish a particular grade/year level as well as those
who finish but fail to enroll in the next grade/year level the following school year .
4. Transition Rate - assesses the extent by which pupils are able to move to the next higher level of
education (i.e. primary to intermediate and elementary to secondary)
5. Failure Rate - evaluates the extent of students who failed a given grade/year
6. Retention Rate - determines the n umber of students in a particular school year who continue to
be in school in succeeding year
7. Simple Dropout Rate - calculates the percentage of pupils/students who do not finish a
particular grade/year level
8. National Achievement Rate

How d o you feel about this news? Do you think this will affect the result of your students’
assessments? What do you think are the positive and negative effects of this to the students,
teachers, parents, and administrators?

Readings and Other References

 Ubiña-B alagtas, M. , David, A., Golla, E., Magno, Carlo P. and Valladolid, V. (2020) Assessment
in Learning I. Rex Bookstore, Inc., Manila.
 De Guzman, E. and Adamos, J. (2015) Assessment of Learning I. Adriana Publishing Company,
Quezon City.
 Gabuyo, Y. (2012) A ssessment of Learning I: A Textbook and Reviewer. Rex Bookstore, Inc.,
Manila.
 https://www.slideshare.net/folkstery/performance-indicators-definitionoftermsandformula
 Format for the file name of your activity:
BEED 1A-Senrose Zaspa- Module 2 Assessment of Student Learning 1
(Course Yr & Sec.-Name- Module No Subject)

Gmail Account: [email protected] (Subject: Course - Activity No. – Module

No Subject)

FB Account: https://www.facebook.com/senrosesentilleces.zaspa

Deadline of Submission of Activities:

November 3, 2021