LEMERY COLLEGES

A. Bonifacio St., Bagong Sikat, Lemery, Batangas,

Philippines SCHOOL OF TEACHER EDUCATION

I. SUBJECT: Assessment of Learning 2

Assessment - is the process of gathering qualitative / quantitative for the purpose of making
decisions or providing feedback
Three main purpose of Assessment;
1. Assessment for Learning - formative
2. Assessment of Learning - summative
3. Assessment as Learning - self assessment
II. Definition

Outcome Based Education - is a model of education that rejects the traditional focus on what
school provides to students in favor of making students demonstrate that they know and are
able to do whatever the required outcomes.

Outcome Based Assessment - focus on the assessment task to the intended learning outcomes
set before the curricular presentation.

III. Traditional Education Assessment vs. Outcome Based Education Assessment

Traditional Education Assessment Outcome Based Education Assessment

-Learners are passive - Learners are active
-The approach is exam driven -Critical thinking and reasoning
-The curriculum and syllabus is content -Content is relevant to real life
situation based
 -Learning is teacher centered -Learning is learner centered

IV. Student Learning Outcome

- Is the totality of accumulated knowledge, skills and attitude that
students develop during a course of study, and this serves as the basis
for assessing the extent of learning in Outcome Based Education.

V. Sources of Student Learning Outcome

1. The mission statement of school
2. Mandated policies on competence and standard issued by the
government education agencies
3. Competencies are expected by different professions, business and industries.
4. Development plan and goals as well as the current thrusts of both the
national and local governments
5. Current global trends and development so that the graduates can compete globally.
6. General 21st Century skills focus on the following;
> Oral and written communication
> Quantitative reasoning ability together with scientific methodology
> Analyzing, synthesizing, and developing creative solutions
> Use of technology
> Information literacy

VI. Characteristic of Good learning Outcome

1. Very specific and use verbs (that makes expectations clear)
2. Focus on the learner
3. Are realistic
4. Focus on the application and integration of acquired knowledge and skills
5. Good learning outcomes prepare students for assessment and help
them feel engaged and empowered by the assessment and evaluation
process
6. Offer a timeline for completion of desired learning.

TYPES OF ASSESSMENT

4. Traditional and Authentic Assessment

TRADITIONAL ASSESSMENT
Traditional assessment refers to the conventional methods of testing which usually produces
written documents, such as quizzes or exams. standardized tests, most state achievement tests, and
high school graduation examinations are also examples of traditional assessment.
AUTHENTIC ASSESSMENT
An assessment that is performance oriented, the thinking goes, with the assessment that aims
measure not only the correctness of the response, and that encourage students to reflect their own
learning in both dept and breath, the believe is that instruction will be pushed into a more
thoughtful, more reflexive, richer mode as well.
Alternative Names for Authentic Assessment
Performance Test
Alternative Assessment
Direct Assessment
Other Definitions:
 Performance assessments call upon the examinee to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they have mastered.
Richard J. Stiggins
Other Definitions:
A form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skill.
Jon Mueller
Traditional Assessment vs. Authentic Assessment

 Traditional Assessment (TA)

- Multiple choice

- Gap fill

- True – False

- Matching

Traditional Assessment vs. Authentic Assessment

 Authentic Assessment (AA)

- Inventories

- Peer rating / Self rating

- Portfolios

- Discussions

- Interview
4.1 Traditional as Direct and Indirect Measure
Direct measures
are regularly employed to measure learning in the classroom. Direct measures are those that
measure student learning by assessing actual samples of student work. Examples include:
exams/tests, papers, projects, presentations, portfolios, performances, etc. Because direct measures
capture what students can actually do, they are considered best for measuring levels of
achievement of student learning on specific outcomes.
Indirect measures
provide a less concrete view of student learning; for example, attitudes, perceptions, feelings,
values, etc. Indirect measures imply student learning by employing self-reported data and reports.
Indirect measures help to substantiate instances of student learning. Indirect measures include
surveys, interviews, course evaluations, and reports on retention, graduation, and placement, etc.
Indirect measures are best situated at program or university level assessment. These measures are
commonly in conjunction with direct measures of student learning.
Direct measures
are perfectly situated in course level assessment of student learning. The professor can gauge
exactly how well and to what level a student is learning and using terminology, concepts and
theories. In higher-level courses and learning, faculty members are well positioned to assess
higher-level cognitive use and extension of knowledge.
Objective Tests: On this type of exam, most often, faculty will not use an entire exam to assess one
Student Learning Outcome. Nor would they use one question to assess performance on a five-point
scale. Five questions on a math, multiple choice or short-answer exam can easily be translated into
performance on the SMU five-point scale of: absent, beginning, developing, accomplished, or
exemplary. If a student answers all 5 questions, their score is exemplary (5), if 4 questions their
score is accomplished (4), etc.
Essays, Performances, Presentations, Projects: All of these are excellent for assessing student
learning. It is essential to use rubrics to help in this assessment process. Rarely will any assignment
or exam focus entirely on one student learning outcome, but by using rubrics, faculty can more
quickly evaluate
Indirect measures
It can be situated in both course level and program level assessment of student learning. At the
program and departmental level, indirect measures can be used to gauge the efficacy of services,
processes, programs, initiatives, etc. If a professor is interested s/he can use an indirect measure to
gauge the perceptions, values, attitudes, etc. that provide insight about student performance on the
direct measures.
Surveys, Interviews, Course Evaluations — All of these are effective at measuring the effectiveness
of a program or department. Well-crafted surveys, interview questions, and course evaluations can
tap into the attitudes and perceptions students and other constituents have about a program or
department. Thereby informing a program or department of what is or is not working in its
operations.
Reports — Different types of reports such as those on recruitment, retention, placement, etc. can be
instrumental in determining the effectiveness of a program or department’s recruitment initiatives,
retention efforts, skill level of students based upon placement scores, etc. This type of data should
be used to inform how the program or department tailors its services to meet the needs of the
university and its students.chievement levels on individual and specific learning outcomes.

4.2 Authentic as Direct Realistic Performance Based Activity

A performance-based assessment is open-ended and without a single, correct answer, and it
should demonstrate authentic learning, such as the creation of a newspaper or class debate. The
benefit of performance-based assessments is that students who are more actively involved in the
learning process absorb and understand the material at a much deeper level. Other characteristics
of performance-based assessments are that they are complex and time-bound.
Also, there are learning standards in each discipline that set academic expectations and define
what is proficient in meeting that standard. Performance-based activities can integrate two or more
subjects and should also meet 21st Century expectations whenever possible:
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
The goal of performance-based learning should be to enhance what the students have learned, not
just have them recall facts. The following seven types of activities provide good starting points for
assessments in performance-based learning.
Presentations
 One easy way to have students complete a performance-based activity is to have them do a
presentation or report of some kind. This activity could be done by students, which takes time, or in
collaborative groups.
Portfolios
Student portfolios can include items that students have created and collected over a period.
Students create a portfolio of their written work that shows how they have progressed from the
beginning to the end of class. The writing in a portfolio can be from any discipline or a combination
of disciplines.
The benefit of an activity like this is that it is something that grows over time and is therefore
not just completed and forgotten. A portfolio can provide students with a lasting selection of
artifacts that they can use later in their academic career.
Reflections may be included in student portfolios in which students may make a note of their
growth based on the materials in the portfolio.
Performances
Students can create, perform, and/or provide a critical response. Examples include dance,
recital, dramatic enactment. There may be prose or poetry interpretation.

Projects
This are commonly used by teachers as performance-based activities. They can include
everything from research papers to artistic representations of information learned. Projects may
require students to apply their knowledge and skills while completing the assigned task. They can
be aligned with the higher levels of creativity, analysis, and synthesis.

Journals
It may be part of a performance-based assessment. Journals can be used to record student
reflections. Teachers may require students to complete journal entries. Some teachers may use
journals as a way to record participation.
Exhibits and Fairs
Teachers can expand the idea of performance-based activities by creating exhibits or fairs for
students to display their work. Examples include things like history fairs to art exhibitions. Students
work on a product or item that will be exhibited publicly.
Exhibitions show in-depth learning and may include feedback from viewers.
In some cases, students might be required to explain or defend their work to those attending the
exhibition.
Some fairs like science fairs could include the possibility of prizes and awards.
Debates
A debate in the classroom is one form of performance-based learning that teaches students
about varied viewpoints and opinions. Skills associated with debate include research, media and
argument literacy, reading comprehension, evidence evaluation, public speaking, and civic skill.

FORMATIVE AND SUMMATIVE EVALUATION

What is evaluation?

- An in-depth assessment to determine whether a project has achieved its goals or

not.
- How can you tell if learning is happening.

FORMATIVE AS MEASURE OF TEACHING LEARNING EFFECTIVENESS

FORMATIVE EVALUATION (during instruction)

 - Is a method for judging the worth of a program while the program
activities are forming (in progress).
- This type of evaluation is focuses on process.
Evaluating formative assessments

- From Formative (informal) assessment data, a teacher will make

immediate instructional decisions.
- For example: after using a formative assessment, a teacher
may realize that his/her students did not understand specific
content that he/she presented in class.

From this data, he/she might provide a re-teaching opportunity for this
content or restructure parts of the upcoming unit to include additional
review for materials have mastered.

EXAMPLE OF THE TEACHING SYSTEM

 Quizzes and tests that evaluate how someone is learning material throughout a
course.

SUMMATIVE EVALUATION (after instruction)

- Often to carried out at the end of the project.

- Usually designed to
assessed what was achieved.
EXAMPLE OF TEACHING SYSTEM
 Quizzes and tests that evaluate how much someone has learned throughout a course.
 Norm-Referenced as a Survey Testing
Norm-referenced test (NRT) refers to standardized tests that are designed to compare and rank test
takers in relation to one another. Norm-referenced tests report whether test takers performed better or
worse than a hypothetical average student, which is determined by comparing scores against the
performance results of a statistically selected group of test takers, typically of the same age or grade
level, who have already taken the exam.
Norm could be a student, a class, a school, or a district. For example, a student with the highest score on
a test becomes norm for the rest of the class because the score of other students are compared with
his/her score.
Norming Process is called in calculating norm-referenced scores
Norming Group is the comparison group. It is typically comprise only a small subset of previous test
takers, not all or even most previous test takers.
Test developers use a variety of statistical methods to select norming groups, interpret raw scores, and
determine performance levels.
 Norm-referenced tests often use a multiple-choice format, though some include open-ended,
short-answer questions. They are usually based on some form of national standards, not locally
determined standards or curricula. IQ tests are among the most well-known norm-referenced
tests, as are developmental- screening tests, which are used to identify learning disabilities in
young children or determine eligibility for special education services.

Example:
 Scholastic Aptitude Test;
 IQ tests;
 and tests that are graded on a curve.
Anytime a test offers a percentile rank, it is a norm-referenced test.

The following are a few representative examples of how norm-referenced tests and scores may be used:

1. To determine a young child’s readiness for preschool or kindergarten. These tests may be
designed to measure oral-language ability, visual-motor skills, and cognitive and social
development.
2. To evaluate basic reading, writing, and math skills. Test results may be used for a wide variety of
purposes, such as measuring academic progress, making course assignments, determining
readiness for grade promotion, or identifying the need for additional academic support.
3. To identify specific learning disabilities, such as autism, dyslexia, or nonverbal learning disability,
or to determine eligibility for special education services.
4. To make program-eligibility or college-admissions decisions (in these cases, norm-referenced
scores are generally evaluated alongside other information about a student). Scores on SAT or
ACT exams are a common example.

Criterion-Referenced as Mastery Testing

Criterion-referenced Test (CRT)

A criterion-referenced test is designed to measure a student's academic performance against some
standard or criteria. This standard or criteria is predetermined before students begin the test.

 Schools or districts choose a standard, such as a percent of items answered correctly or a state
test benchmark, as the criteria for the test. The student's score then shows the progress they
have made toward the agreed-upon standard.

Example 1
When you take your temperature, the accepted healthy standard is 98.6 degrees
Fahrenheit. If your temperature is higher, you are not meeting the standard for health
and are likely ill.

Example 2
GRE Score required: 50 A candidate scores 49 which might be the highest among all
candidates. Still, the candidate is not attaining the criterion.

 What are these tests used for in schools?

Schools use criterion-referenced tests to assess the specific knowledge and skills students have most
 likely learned in order to assess how close a student is to master a specific standard. We say “most
likely” because there is no absolutely perfect way to measure things we cannot directly see without
some error.
 Why are criterion-referenced tests important?
We want to know what students have already learned and what we can do to help them achieve
proficiency or meet the desired learning standard. For example, performance on state assessments
is often of critical importance for districts. Criterion-referenced tests will show you where students
are in relation to state test benchmarks (or other agreed-upon standards) at any given time, letting
you structure instruction and intervention for students who need it.

Advantages and Disadvantages of NRT and CRT

 Advantages and disadvantages of NRT

Advantages:
 They easy for instructors to use
 They work well in situations requiring rigid differentiation among students
 They are generally appropriate in large courses

Disadvantages
 An individual's grade is determined not only by his/her achievements but also by the
achievements of others.

 Advantages and disadvantages of CRT

Advantages:
 Students are not competing with each other.
 Students are thus more likely to actively help each other learn.
 A student's grade is not influenced by the caliber of the class.

Disadvantages
 It is difficult to set a reasonable standard for students. Most experienced faculty set
criteria based on their knowledge of how students usually perform. Criterion-referenced
systems often become fairly similar to norm-referenced systems.
 Contextualized and Decontextualized Assessment

 Contextualized Assessment focuses on the student’s construction of functioning

knowledge and the student’s performance in application of knowledge in the real work context
of the discipline area.
 Contextualized assessment uses performance based task which are authentic in nature.
 It describes assessment practices which measure skills and knowledge in dealing with specific
situations.Perform specific task which the students have identified as important and meaningful
to them.
 Application of the skills and knowledge must be in the context of the real world.
 Authentic assessment where students thoughtfully apply their acquired skills to a new situation
or environment.

Assessment are Authentic:

1. REALISTIC
2. REQUIRE JUDGEMENT AND INNOVATION
3. ASSESS STUDENT’S ABILITY TO EFFECTIVELY USE THEIR KNOWLEDGE OR SKILLS TO COMPLETE A
TASK.

Example of Contextualized Assessment

1. OBSERVATION 2. ESSAY 3.INTERVIEWS 4.PERFORMANCE TASK 5.EXHIBITION AND
DEMONSTRATION 6.PORTFOLIOS 7 . JOURNALS

Decontextualized Assessment

 Decontextualized assessment do not involve the product,It tend to focus more on abstract and
conceptual areas.
*DECLARATIVE KNOWLEDGE *
( verbal knowledge or factual Knowledge ) is reffered as any piece of information that can
only be learned through memorization.

VII.EXAMPLE OF DECONTEXTUALIZED ASSESSMENT

1. Standardized test
2. Midterm examination
3. Final exam or final project

GENERALIZATION

 CONTEXTUALIZED ASSESSMENT *The focus is on the student’s construction of functioning

knowledge and the students performance in application of knowledge in the real work context
of the discipline area.DECONTEXTUALIZED ASSESSMENT *It tend to focus more on abstract
and conceptual areas,which includes written exams and term papers which are suitable for
assessing declarative knowledge.

Analytic Assessment
● refers to a specific approach in the assessment of learning outcomes.
● In this procedure, students are given feedback on how well they are doing on each important
aspect of a specific task expected from them.
● Assessment then is made specific based on the importance in the performance. With this,
assessment shouldn’t be undertaken in part but must address the whole performance.
Examples of Analytic assessment
● Data Analysis
 ● Research
● Creativity
● Communication
● Long test

Holistic Assessment
● refers to a global approach in the assessment of the student-learning outcome.
● Saddler (2009) pointed out that in holistic assessment, the teacher or the assessor, has to
develop mental responses to a student’s work in evaluating the student’s work, the assessor
provides a grade and supports it with a valid justification for assigning the grade.
● Holistic assessment could be in the form of reflection paper and journals, peer assessment, self-
assessment, group presentation and portfolio.
● The application of the various assessment methods need to be tailored in a way that will
enhance a student’s personal strength.
● The correct application of holistic assessment in the various areas of study is expected to
improve the student’s learning outcomes.(Akubuilo, 2012).
● One positive implication that may result from holistic assessment is that the students are
competent to handle assessment task accurately(Sadler, 2009)

Examples of Holistic Assessment

● Reflection Papers
● Journals
● Peer-assessment
● Self Assessment
● Group Presentation
● Portfolio

Characteristics of Holistic Assessment

1. Holistic is experiential
2. It supports personalized learning for every student
3. It is both teachers guided and self-guided
4. Holistic includes social emotional learning