9/5/2023

What is Assessment of Learning?

Assessment is generally defined as the process of gathering quantitative and/or qualitative
data for the purpose of making decisions.

Assessment of learning can be defined as the systematic and purpose-oriented collection,

analysis, and interpretation of evidences of student learning in order to make informed

Basic Concepts and Principles

decisions relevant to the learners.

in Assessing Learning How is assessment of learning similar or different from the concept of measurement or
evaluation of learning?

LESSON 1 / CHAPTER 1 Measurement refers to the actual collection of quantitative information on student
learning through the use of varied strategies and tools.
Evaluation refers to the actual process of making a decision or judgment on student
learning based from the information collected from measurement.

Balagtas, M.U., David, A.P., Golla, E.F., Magno, C.P., & Valladolid, V.C. (2019). Assessment in
Learning 1: Outcomes-based Workstext. Quezon City: Rex Book Store, Inc. WWW.REXBOOKSTORE.PH

Assessment and Testing Assessment and Grading

 The most common form of assessment is testing. In the educational contexts, testing refers to the  A related concept to assessment of learning is grading which can be defined as the process of
use of a test or battery of tests to collect information on student learning over a specific period of assigning a numerical score on the performance or achievement of a learner based on specified
time. criteria or standards.

 A test can be categorized as:  The following are sample tasks that can serve as bases for grading:
- selected-response (e.g. matching-type of test) or constructed-response (e.g. short answer test) - test, recitation, seatwork, homework, project
- objective format (e.g. multiple-choice) or subjective format (e.g. essay)
 The final grade of a learner in a subject or course is a summation of information from multiple
 A table of specifications (TOS), a table that maps out the essential aspects of a test (e.g. test sources (i.e. several assesssment tasks or requirements).
objectives, contents, topics covered by the test, item distribution) is used in the design and
development of a test.  Grading is a form of evaluation as grades provide information whether a learner passed or failed a
subject or a particular assessment task.
 A test should be valid, reliable, has acceptable level of difficulty, and can discriminate between
learners with higher and lower ability.

WWW.REXBOOKSTORE.PH WWW.REXBOOKSTORE.PH

What are the Different Measurement Frameworks Used in What are the Different Measurement Frameworks Used in
Assessment? Assessment?
Framework Description
Framework Description
CLASSICAL TEST THEORY (CCT)  Explains that variations in the performance of examinees on a given measure
is due to variation in their abilities ITEM –RESPONSE THEORY (IRT)  Analyzes test items by estimating the probability that an examinee answers
Assumes that an examinee’s observed score in a given measure is a sum of an item correctly or incorrectly
the examinee’s true score and some degree of error in the measurement  It is assumed that the characteristic of an item can be estimated
brought about by some internal and external conditions independent of the characteristic or ability of an examinee and vice-versa
 Aside from item difficulty and item discrimination indices, IRT analysis can
 Provides estimation for item difficulty based on the frequency or number of
examinees who correctly answered a particular item, wherein items with fewer provide significantly more information on items and tests such as fit statistics,
number of examinees with correct answers are considered as more difficult item characteristic curve (ICC), and test characteristic curve (TCC)
 Provides estimation for item discrimination based on the number of  There are different IRT models (e.g. one-parameter model, three-parameter
examinees with higher or lower ability being able to answer a particular item. If model) which can provide different item and test information that cannot be
an item is able to discriminate between examinees with higher ability (i.e. estimated using the CTT.
higher total test score) and those with lower ability (i.e. lower total test score),
an item is considered to have good discrimination
 Test reliability can also be estimated using approaches from CTT (e.g. Kuder-
Richardson 20, Cronbach’s alpha)

WWW.REXBOOKSTORE.PH WWW.REXBOOKSTORE.PH

1
 9/5/2023

What are the Different Types of Assessment of Learning? What are the Different Types of Assessment of Learning?

Type Description
Type Description Placement • This assessment aims to detect the learning problems or difficulties of the learners so
Formative Assessment Refers to assessment activities that provide information for both teachers and Assessment that corrective measures or interventions are done to ensure learning.
learners on how they can improve the teaching-learning process. This type of • Diagnostic assessment is usually done right after seeing signs of learning problems in
assessment is formative because it is used at the beginning and during the course of teaching. It can also be done at the beginning of school year for spirally-
instruction for teachers to assess learners’ understanding. designed curriculum so that corrective actions are applied if pre-requisite knowledge
Summative Assessment Refers to ssessment activities that aim to determine learners’ mastery of and skills for the targets of instruction have not been mastered yet.
content or attainment of learning outcomes. They are summative as they are Diagnostic • This assessment is usually done at the beginning of the school year to determine what
supposed to provide information on the quantity or quality of what students Assessment the learners already know or what their needs are that could inform design of
have learned or achieved at the end of instruction. instruction.
• Grouping of learners based on the results of placement assessment is usually done
before instruction to make it relevant to address the needs or accommodate the entry
performance of the learners.
• The entrance examination given in schools is an example of a placement assessment.

WWW.REXBOOKSTORE.PH WWW.REXBOOKSTORE.PH

What are the Different Types of Assessment of Learning?

What are the Different Principles in
Assessing Learning?
Type Description
Traditional Assessment Refers to the use of traditional assessment strategies or tools to provide 1. Assessment should have a clear purpose.
information about the learning of students. Typically, objective (e.g. multiple- 2. Assessment is not an end in itself.
choice) and subjective (e.g. essay) paper-and-pencil tests are used. Traditional
assessments are often used as basis for evaluating and grading learners. They 3. Assessment is an ongoing, continuous, and a formative process.
are more commonly used in classrooms because they are easier to design and 4. Assessment is learner-centered.
quicker to be scored. 5. Assessment is both process- and product-oriented.
Authentic Assessment Refers to the use of assessment strategies or tools that allow learners to
6. Assessment must be comprehensive and holistic.
perform or create a product that are meaningful to the learners as they are
based on real-world contexts. The authenticity of assessment tasks is best 7. Assessment requires the use of appropriate measures.
described in terms of degree and not in terms of the presence or absence of 8. Assessment should be as authentic as much as possible.
authenticity. The most authentic assessments are the ones that allow
performances that most closely resemble real-world tasks or applications in
real-world settings or environment.

WWW.REXBOOKSTORE.PH WWW.REXBOOKSTORE.PH