LESSON 1

ASSESSMENT IN LEARNING
word assessment come from Latin word aim of assessment is to use evidence
“assidere”, means to sit beside another. on student learning to further
promote and manage learning.

Assessment in learning can be characterized as

a.) a process
b.) based on specific objectives
c.) from multiple sources

ASSESSMENT AND TESTING

Assessment: A process to gather
Information on student learning.

Testing: The most common form of

assessment, uses tests to evaluate
learning over time.

ASSESSMENT AND GRADING

Grading: The process of assigning value to
student performance based on set criteria.

Sources of Grades: Tests, recitation, seatwork,

homework, projects.
 LESSON 1
DIFFERENT TYPES OF ASSESSMENT IN LEARNING

FORMATIVE ASSESSMENT TRADITIONAL ASSESSMENT

Conducted during instruction to Uses conventional tools like
improve teaching and learning. multiple-choice or essay tests.

Provides feedback to teachers Common but often less reflective

and learners for ongoing of real-world applications.
adjustments Formative assessment

SUMMATIVE ASSESSMENT AUTHENTIC ASSESSMENT

Evaluates mastery of content at Focuses on real-world tasks and
the end of instruction. meaningful learning activities.

Informs future teaching and Encourages application of

highlights learners' strengths and knowledge in practical contexts.
areas for improvement.

DIAGNOSTIC ASSESSMENT DIFFERENT PRINCIPLES IN ASSESSING LEARNING

Identifies learning difficulties for 1. Assessment should have a clear

corrective action. purpose.
2. Assessment is not an end in itself.
Done at the start of instruction or 3. Assessment is an ongoing, continuous,
when problems arise. and a formative process.
4. Assessment is learner-centered.
5. Assessment is both process and product
PLACEMENT ASSESSMENT oriented.
6. Assessment must be comprehensive
Determines learners' prior knowledge
and holistic.
and needs before instruction.
7. Assessment requires the use of
appropriate measures.
Used for grouping or tailoring
8. Assessment should be as authentic as
instruction.
possible
 SUMMARY

Assessing learning is all about understanding how well students are

progressing and helping them improve. It involves gathering
information through various methods, like quizzes, projects, or
discussions, and using it to guide teaching and learning. There are two
main types: formative assessments, which provide feedback during the
learning process, and summative assessments, which measure overall
achievement at the end of a topic or course.
 LESSON 2

ASSESSMENT PURPOSES, LEARNING TARGETS, AND APPROPRIATE METHODS

ASSESSMENT OF LEARNING FORMATIVE

Refers to the use of assessment To acquire information on the
to determine learners’ acquired current status and level of
knowledge and skills from learners’ knowledge and skills or
instruction and whether they are competencies
able to achieve the curriculum
outcomes.
DIAGNOSTIC
ASSESSMENT FOR LEARNING To identify learners’ weaknesses
or difficulties that may affect their
Refers to the use of assessment
achievement of the intended
to identify the needs of learners
learning outcomes.
in order to modify instruction or
learning activities in the
classroom. EVALUATIVE
To measure the learners’
ASSESSMENT AS LEARNING performance or achievement for
the purposes of making judgement
Refers to the use of assessment
or grading in particular
to help learners become self
regulated.
FACILITATIVE
Learning students to ask a
THE ROLES OF CLASSROOM ASSESSMENT
question, discover answers and
IN THE TEACHINGLEARNING PROCESS
apply their knowledge to a real
FORMATIVE world problem.
DIAGNOSTIC
EVALUATIVE MOTIVATIONAL
FACILITATIVE
Assessment as a mechanism for
MOTIVATIONAL
learners to be motivated and
engaged in learning and
achievement in the classroom.
 LESSON 2
LEARNING TARGETS

4 TYPES OF LEARNING TARGETS

EDUCATIONAL GOALS
General statements about KNOWLEDGE TARGETS
desired learning outcomes in a
Refers to factual, conceptual,
given year or during the duration
procedural information that learners
of the program. must learn in a subject or content
area
EDUCATIONAL STANDARDS
A specific statement about what Ex: I can explain the primary
functions of the circulatory system.
learners should know or capable
of doing at a particular grade
level, subject, or course. There REASONING TARGETS
are four different types of
Knowledge-based thought process.
educational standards: Involves application of knowledge in
problem solving, decision making,
1. Content and other task that require mental
2. Performance skills.
3. Developmental 4. Grade-Level
Ex: I can analyze the causes and
EDUCATIONAL OBJECTIVES effects of climate change.

Are specific statements of learner SKILLS TARGETS

performance at the end of the
Use of knowledge and/or reasoning
instructional unit. to perform or demonstrate physical
skills.
LEARNING TARGET
Learning Target Provides a precise Ex: I can conduct a scientific
description of the learning destination. experiment, following proper
procedures and safety guidelines.
They tell students what they will learn,
AFFECT/DIPOSITION
how deeply they will learn it, and how
they will demonstrate their learning. Refers to affective characteristics
Learning targets are written from the that students can develop and
students’ point of view and represent demonstrate because of instruction.
This includes attitudes, beliefs,
what both the teacher and the
interests, and values.
students are aiming for during the
lesson. Ex: I can appreciate the importance
of teamwork and collaborate
effectively in group projects.
 LESSON 3
Different Classifications of Assessment

PURPOSE FUNCTION
EDUCATIONAL TEACHER-MADE
PSYCHOLOGICAL STANDARIZE

EDUCATIONAL STANDARDIZED TEST

Formative Assessment Beginning, Intelligence Test
during, and after Instruction Summative Achievement Tests
Assessment Aptitude Tests
Critical thinking Tests
PSYCHOLOGICAL Personality test
a testing method that uses a number of
techniques to find hypotheses about TEACHER-MADE
individuals and their behavior, abilities, Quizzes
and personality (Framingham 2016). Long tests
Exams
FORM
KIND OF LEARNING
PAPER-AND-PENCIL
PERFORMANCE BASED ACHIEVEMENT
YOU'RE GIVEN A PUZZLE WHERE YOU HAVE
PAPER-AND-PENCIL TO ASSEMBLE A MODEL OF THE SOLAR
SYSTEM USING DIFFERENT SIZED BALLS AND
Binary (true or false) Short answer
STICKS
(identification) Matching type Multiple
choice
APTITUDE
Identify the parts of the plants
YOU TAKE A TEST ON THE PLANETS, THEIR
Label the parts of the microscope
ORDER FROM THE SUN, AND THEIR KEY
Compute the compound Interest
FEATURES (LIKE SIZE AND MOONS).
Classify the phase of a given matter
 LESSON 3
Different Classifications of Assessment

ABILITY
Speed- Easy, time-bound tasks.’
EX.
Typing tasks, requiring correct word
completion within a set time.

Power- Increased difficulty items

with sufficient time.
EX.
Assesses problem-solving, reasoning,
creativity, and critical thinking.

INTERPRETATION OF LEARNING

Norm-referenced
-Entrance exam
-Achievement tests

Criterion-referenced
-In a 50-item test: 40-50 is very high,
30-39 is high, 20-29 is average, and
10-19 is low, and 0-9 is very low.
 EDU 122

PIAGETS COGNITIVE THEORY

Jean Piaget's Cognitive Development Theory explains how
children think and learn in four stages:

Sensorimotor (0-2 years) – Learn through senses and

movement; develop object permanence.

Preoperational (2-7 years) – Use symbols and language;

thinking is egocentric and lacks logic.

Concrete Operational (7-11 years) – Develop logical

thinking, understand conservation and perspectives.

Formal Operational (12+ years) – Think abstractly, solve

hypothetical problems, and reason logically.

ALBERT BANDURA’S SOCIAL LEARNING THEORY

Albert Bandura’s Social Learning Theory (SLT) explains how individuals

learn through observation, imitation, and modeling. It combines
elements of behavioral, cognitive, and social psychology, emphasizing
the role of cognitive processes and social influences.

Albert Bandura’s Social Learning Theory (SLT) states that people learn
by observing, imitating, and modeling others' behaviors. Learning
happens through:
1. Observation – Watching others' actions and their consequences.
2. Imitation – Copying behaviors seen in role models.
3. Modeling – Learning through examples set by parents, teachers, or
peers.
 EDU 122
Situated Learning Theory OF Jean Lave
Jean Lave’s Situated Learning Theory says that people learn best by
doing tasks in real-life situations rather than just studying theory.
Main Ideas:
Learning happens through experience and social interaction.
Beginners start with small tasks and slowly take on bigger roles
(Legitimate Peripheral Participation).
Learning takes place in communities of practice (groups sharing skills,
like apprenticeships).
Example: A mechanic learns more by working in a garage than by just
reading a manual. 🚗🔧
Lev Vygotsky’s Scaffolding

Lev Vygotsky’s Scaffolding is a teaching method where a more

knowledgeable person (teacher, parent, or peer) helps a learner by
providing support until they can do the task independently.
Key Ideas:
Learning happens through social interaction.
Support is gradually removed as the learner improves.
It works within the Zone of Proximal Development (ZPD) – the gap
between what a learner can do alone and what they can do with
help.
Example: A teacher helps a child solve a puzzle by giving hints. As the
🧩😊
child learns, the teacher gives less help until they can do it alone.