1.

ASSESSMENT IN CLASSROOM INSTRUCTION

Linn and Gronlund (2000) described the relevance of assessment in instructional decision by
classifying the varied assessment procedures according to use in classroom instruction. The following
are the categories and purposes of each category:

Assessment in Classroom Instruction

CATEGORY PURPOSE
1. Placement Assessment Measures entry behavior
2. Formative Assessment Monitors learning progress
3. Diagnostic Assessment Identifies causes of learning problems
4. Summative Assessment Measures end-of-course achievement

Linn (1999) said that informed decision-making in education is very important because of the
benefits it can bring about. The topmost of these benefits is the (1)enhancement of students’
learning and development. In addition, there is a (2)boost on morale and (3) feeling of greatness in
knowing one’s competence in the area of academic skill and (4) self-worth in knowing one’s
capability to function effectively in society. Lastly, the affective side of development is equally
important, such as personal dimensions, including being able to (5)adjust to people and (6)coping
with various situations that will lead to a better life adjustment.

1.1 Types of Educational Decision

On a greater scale, the use of assessment in decision-making is not just within the bounds of
the classroom. It extends to the whole educational community. Results of assessment may trigger
updates in the existing curriculum and other policies governing the school system. Or it may be the
other way around, so as to plan for changes or development in school assessments and in what
particular aspect of the school system, these changes are necessary.

Kubiszyn and Borich (2002) classified the different educational decisions into eight (8)
categories. These types of decisions are described briefly below.

Types of Educational Decision

DECISION DESCRIPTION EXAMPLE

This decision is normally made by an After a test was given by the teacher, the result is
individual classroom teacher, as it is not so satisfactory thus the teacher may decide to
1. Instructional
necessary to meet the targets or objectives re-teach the lesson using a different strategy so as
set during classroom engagement. Decisions to improve the learning and meet the
are reached according to the results of test objective/target set for that particular lesson.
administered to a class.
It is usually based on teacher-made tests. A quarterly grade is based on the following: result
2. Grading Grades are assigned to the students using of the teacher-made test, class participation,
assessment as one of the factors. projects, and attendance.
It is made to determine a student’s strengths A teacher gave an essay test. The teacher noticed
3. Diagnostic and weaknesses and the reason or reasons. that the students were able to write more than five
grammatically correct sentences but the
coherence of the ideas contained in the paragraph
 is poor. So the result shows that the students still
need more help in understanding the principles of
writing a good paragraph.
It involves accepting or rejecting the
examinee based on the results of assessment, College or University Entrance Examination,
for admission or qualification to a program or Choosing School Representative for a National
4. Selection school activity. The decisions are made not by Quiz Bee
classroom teachers but by specialists such as
guidance counselors, administrators or the
selection committee.
It is made after a student has been admitted A diagnostic test for English and Math were given
to school. It involves the process of to freshmen to determine who among them may
5. Placement
identifying students who needs remediation encounter difficulty in these areas. Those who will
or may be recommended for enrichment get a below-average scores will be included in the
program of the school. remediation program to help the students cope
with the lessons in English and Math.
It utilizes test data to assist students in
making their personal choices for future The NCAE helps to identify which career path the
career and help the know their strengths and students may pursue that matches his/her
weaknesses by means of standardized tests. interests and skills, whether academic, vocational
6. Guidance and
or technical programs.
Counseling On the other hand, teachers may use the
results of socio-metric tests to identify who
among the students are popular or
unpopular. Those who are unpopular may be
given help for them to gain friends and
become more sociable.
It is made not at the level of the teachers but The decisions to implement the K-12 Curriculum in
on higher level such as division, regional or order to avoid mismatch among graduates and the
7. Program or
national level. Based on the result of industry and to be at par with the Curriculum
Curriculum assessment and evaluation, educational implemented in the Philippines’ neighboring
decisions may be reached: to continue, countries.
discontinue, revise, or replace a curriculum
or
program being implemented.
It involves determining the implications to To conduct a remediation class, additional budget
resources including financial consideration in is necessary for the logistics (classroom,
order to improve the student learning as a instructional materials, assessment materials,
8. Administrative result of assessment. It may entail etc.) and also the additional pay for the teachers
Policy
acquisitions of instructional materials, books, that ill handle the remedial classes.
etc. to raise the level of students’
performance in academic, or non-academic
or both.

These aforementioned educational decisions are the primary reasons why assessment in the
educational setting is implemented continuously. Prior to implementing the assessment, its objective
and target must be clearly defined so as not to cause wastage in terms of resources and ensures that
the results will be utilized and evaluated that will consequently yield to recommendations that are
beneficial to the school community in general.
2. Outcome-Based Assessment

“Knowing what is expected from the learners by their teachers at the end of a particular
lesson helps them to meet those targets successfully.”

In relation to this, teachers who have set clear targets for their lessons will be guided
accordingly as they deliver their lesson through instructional learning activities to meet the desired
outcomes. Thus, all assessment and evaluation activities must be founded on the identified student
intended learning outcomes (ILO). These ILOs should be identified and clarified with students so that
it will be an effective teaching-learning process as the teachers commence the learning activities
through delivery of the lessons.

Intended Learning Outcomes (ILOs)

➢ define what a learner will have acquired and will be able to do upon successfully
completing their studies. ILOs should be expressed from the students' perspective
and are measurable, achievable, and assessable.

*ILOs are explicitly stated in the LESSON OBJECTIVES.

2.1 Student Learning Outcome

Student Learning Outcome (SLO)

➢ is the totality of accumulated knowledge, skills, and attitudes that students develop
during a course of study.

SLOs serve as the basis for assessing the extent of learning in an Outcome Based Education
(OBE). Outcome Based Assessment must be continuously done during the entire teaching learning
both by the teachers and students to ensure that the activities are aligned with the expected
outcomes set for the students by the teacher. Providing feedback including the results of assessment
is important to identify the next steps (to be done by the teacher and student) toward the realization
of the intended learning outcome.
Outcome-based education
➢ it refers to “education based on outcome”.
➢ Outcomes can be immediate or deferred.
o Immediate- are competencies or skills upon completion of a lesson.
▪ Examples
• Ability to communicate in writing and speaking
• Mathematical problem-solving skill
• Skill in identifying objects by using the different senses
• Ability to produce artistic or literary works
• Ability to do research and write the results
• Ability to present an investigative science project
• Skill in storytelling
• Promotion to a higher grade level
• Graduation from a program
• Passing a required licensure examination
• Initial job placement
o Deferred- are those abilities that apply cognitive, psychomotor, and affective
skills/competencies in the various aspects of professional and workplace
practice (Navarro, 2019).
▪ Examples
• success in professional practice or occupation as evidence of skill
in career planning
• health and wellness and continuing education.
• Promotion in a job
• Awards and recognition
2.2 Sources of Student Expected Learning Outcome

As aforementioned, outcomes or targets for every lesson is to be defined and clarified by the
teacher at the start of the course/learning activities. This is necessary so that both the students and
teachers will be guided to what steps taken during the course of the teaching-learning activities. There
are several factors that need to be considered in defining the outcomes, to ensure that these are with
the set directions of the program and evaluation setting in general. The following are the factors that
needto be considered in crafting the student expected learning outcomes.

1. Mission statement of the school.

2. Mandated policies on competencies and standards issued by government education agencies.
3. Competencies expected by different professions, business, and industry.
4. Development plan and goals as well as the current thrusts of both the national and local
governments.
5. Current global trends and developments so that graduates can compete globally.
6. General 21st century skills focusing on the following:
• Oral and written communication
• Quantitative reasoning ability together with scientific methodology
• Analyzing, synthesizing and developing creative solutions.
• Use or technology
• Information literacy

2.3 Characteristics of Good Learning Outcome

It is important to define outcomes as clearly and explicitly as possible. Good learning

outcomes give emphasis to the application and integration of the knowledge and skills acquired in a
particular unit or instruction (e.g. activity, course program, etc.), and emerge from a process of
reflection on the essential contents of the activity, course, program. etc.
1. Very specific, and use verbs (that makes expectations clear). By being very specific, it informs
students of the standards by which they will be assessed, and ensures that student and
instructor goals in the course are aligned.
2. Focused on the learner: rather than explaining what the instructor will do in the course, good
learning outcomes describe knowledge or skills that the student will employ, and help the
learner understand why that knowledge and those skills are useful and valuable to their
personal, professional, and academic future.
3. Are realistic: all passing students should be able to demonstrate the knowledge or skill
described by the learning outcome at the conclusion of the course. In this way, learning
outcomes establish standards for the course.
4. Focus on the application and integration of acquired knowledge and skills: good learning
outcomes reflect and indicate the ways in which the described knowledge and skills may be
used by the learner now and in the future.
5. Good learning outcomes prepare students for assessment and help them feel engaged in and
empowered by the assessment and evaluation process.
6. Offer a timeline for completion of the desired learning.