Assessment ➔​ FOR - formative assessment; before and

From a Latin word assidere means “to sit beside during instruction; ongoing; recorded but
one another” not included; pre-post test
●​ Process of gathering qualitative or ➔​ AS - self assessment; peer evaluation;
quantitative data for the purpose of metacognition. Assessment itself is
making decisions already a form of learning for the students.
●​ It determines the impact of curriculum ➔​ OF - summative assessment, total
and instruction on students learning; graded; after instructions or end
●​ Umbrella term consisting measurement of semester. Asses learning for grading
and evaluation purposes.
Evaluation
-​ process of making value judgement on Roles of Classroom Assessment

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the information collected from in the Teaching-Learning Process
measurement based on the information

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collected from measurement. ●​ Formative Role
-​ qualitative, criteria (good, agree) value -​ Assessment to gather information
Measurement on learners’ current knowledge and

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-​ quantifying attributes of an object skills
-​ actual collection of information on subject -​ Helps design appropriate
learning through the various strategies instructional plans
and tools. -​ Focuses on learners’ strengths and
-​ quantitative, numerical data (0-50, 90-100)
a prior knowledge
-​ Specific system of gathering data ●​ Diagnostic Role
Testing -​ Identifies learners' difficulties
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-​ The most common form of assessment affecting their learning
-​ Use of test or battery of tests to collect -​ Provides insight for instructional
information on student learning over a remediation
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specific period of time -​ Prepares individualized

Categories of tests instructional plans when needed
-​ Selected response (matching type, ●​ Evaluative Role
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multiple choice) - objective -​ Measures learners' performance

-​ Constructed response (essay, short for grading and promotion
answer) - subjective decisions
Formats -​ Provides basis for placement or
-​ Objective - usually bias-free scoring as the promotion
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test items have exact correct answers ●​ Facilitative Role

such as in enumeration form -​ Assessment for learning improves
-​ Subjective - allows less objective means instruction and learning
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of scoring (especially when no rubrics are experiences

used) -​ Assessment as learning helps
Assessment in Learning learners monitor and improve their
●​ Systematic and purposeful collection, strategies
analysis and interpretation of evidence of ●​ Motivational Role
student learning in order to make informed -​ Assessment motivates learners
decisions relevant to the learners through grades and feedback
●​ Characterize as a process, -​ Effective feedback and scaffolding
objective-based and comes from multiple improve student motivation
sources
FORMATIVE ASSESSMENT - given while Types of Educational Standards (McMillan,
the teacher is in the process of student 2014)
information (learning). Content Standards
 ●​ Desired outcomes in a specific content Educational Assessments in the
area. Teaching-Learning Process
Purpose of Educational Assessment
Performance Standards Track Growth: Measure learner progress over
●​ What students do to demonstrate time
competence. Grading Performance: Assess learners’
Development Standards achievement and understanding
●​ The sequence of growth and change over Holistic Insight: Combines both formative and
time. summative assessments to provide a full picture
Performance Standards of student learning and growth
●​ What students do to demonstrate
competence. Types of Educational Assessment

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❖​ Formative Assessment
-​ Ongoing and continuous

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-​ Conducted before, during, and after
instruction
-​ Purpose: Improve and adjust instruction

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based on student progress toward
learning targets
Role of Formative Assessment
●​ Diagnostic Tool: Helps identify student
a strengths and gaps in knowledge
Benjamin Bloom critically examined his cognitive ●​ Feedback Mechanism: Guides
taxonomy and he noted that there is a instructional decisions to enhance learning
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fundamental difference between the knowledge ●​ Scaffolding Support: Provides learners
category, and the mental operation performed on with necessary support before moving on
that knowledge or with that knowledge. to summative assessment
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●​ Conducted before instruction to assess

Types of knowledge prior knowledge, during instruction to
Cognitive - refers to mental skills check progress, and after instruction to
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Affective - refers to growth in feeling or emotional solidify understanding

Psychomotor - refers to manual or physical skills Specific Functions of Formative Assessment
●​ Identify Prior Knowledge: Understand
4 Levels/categories of Knowledge what students already know about a topic
Factual Knowledge - refers to facts, refers to ●​ Correct Misconceptions: Pinpoint and
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essential facts, terminologies, detail or elements address learner misunderstandings

students must know or be familiar with in order to ●​ Clarify Confusion: Ensure students grasp
understand a discipline or solve a problem in it. key concepts
Conceptual Knowledge - refers to the
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●​ Provide Practice: Give learners the

interrelationship of facts. It is the facts put opportunity to improve their skills before
together within a larger structure that enable them final assessments
to function together. ●​ Adjust Teaching Strategies: Use results to
Procedural Knowledge - refers to knowing how modify instruction to meet learning targets
to do something, information or knowledge that Formative Assessment Methods
helps students to do something specific to a ●​ Questioning and Discussions: Ongoing
discipline, subject or area of study. in-class questions that check for
Metacognition Knowledge - knowing what you understanding
know, thinking about your own thinking in a ●​ Quick Quizzes: Short tests to gauge
purposeful way. Awareness and knowledge of comprehension
one’s own cognition. ●​ Exit Tickets: Written responses collected
at the end of a lesson
 ●​ Peer and Self-Assessment: Students ●​ Cognitive Assessments: Measure abilities
assess their own or peers work such as intelligence, critical thinking, and
●​ Observations and Performance Tasks: problem-solving
Monitoring student performance during ●​ Non-Cognitive Assessments: Focus on
activities personality, attitudes, motivation, and
interests
❖​ Summative Assessment ●​ Tools: Tests, scales, and observations
-​ Administered at the end of an instructional used to assess these characteristics
period ●​ Helps provide a more comprehensive
-​ Purpose: Measure and document student understanding of a learners abilities and
learning potential challenges
-​ Used for final grading, placement, or

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certification Types of Cognitive Assessment (Paper-and
Role of Summative Assessment Pencil)

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●​ Evaluates Mastery: Summative ●​ Binary Questions (True/False): Require
assessment is conducted after formative students to choose between two options
processes to measure what learners have ●​ Short Answer (Identification): Students

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achieved write brief answers to specific questions
●​ Final Judgement: Used to document ●​ Matching Type: Pairs terms with their
student performance and assign grades or corresponding definitions or concepts
certifications ●​ Multiple Choice: Students select the
●​ Determines Learning Outcomes: Focuses
a correct answer from a set of option
on whether students have met
predetermined objectives Cognitive Skills Assessed:
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●​ Evidence of Learning: Provides a record ●​ Recalling facts
that learning targets have been achieved ●​ Understanding concepts
Examples of Summative Assessments ●​ Analyzing information
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●​ End-of-Term Exams: Traditional tests that ●​ Evaluating ideas

evaluate overall learning ●​ Creating solutions
●​ Final Projects or Papers: Culminating
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tasks that require integration of skills Sample Learning Targets for Paper-and Pencil
●​ Standardized Tests: External evaluations Assessments
used for placement or graduation ●​ Identify Parts of the Body (Recall)
●​ Performance Assessments: ●​ Enlist Presidents of the Philippines
Demonstrations or presentations that (Recall)
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showcase skills learned ●​ Find the Sum (Apply)

●​ These assessments focus on direct and
Alignment Between Formative and Summative specific knowledge or skills that are easily
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Assessments measured
●​ Consistency is Key: Tasks in formative
assessments should mirror those in ❖​ Performance-Based Assessments
summative assessments -​ Task-Oriented: Requires learners to
Example: demonstrate complex skills
Formative: Practice with word problems -​ Real-World Application: Involves
during lessons performing a task, producing a product, or
Summative: Include word problems in the solving a problem
final exam -​ Integrated Skills: Combines multiple skills
●​ This alignment ensures that students are and knowledge areas in the task
being prepared for the final evaluation in a
relevant and fair manner Advantages of Performance-Based
Assessments
Psychological Assessments in Schools
 ●​ Reflects Real-World Tasks: Mirrors -​ To determine whether a learner has
practical, real-life situations students may achieved specific learning objectives
encounter Key Features:
●​ Develops Higher-Order Thinking: -​ Focus on mastery of particular skills or
Encourages critical thinking, knowledge
problem-solving, and creativity -​ Used to assess performance based on
●​ Promotes Active Learning: Engages learning standards or benchmarks
students more deeply than traditional tests Educational Decisions:
●​ Multiple Skill Evaluation: Allows for the -​ Used in classroom settings to determine if
assessment of a combination of skills like students meet learning objectives
communication, collaboration, and -​ Licensing and certification exams (e.g.,
technical ability driver’s license, professional certifications)

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-​ Standards-based grading
Integrating Both Assessment Types -​ Progress monitoring toward specific goals

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●​ Holistic Approach: Combining formative, (e.g., proficiency test
summative, cognitive, and
performance-based assessments ensures

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a comprehensive view of student learning
●​ Formative + Summative: Use formative
assessments to guide instruction and
prepare students for summative
evaluations
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●​ Cognitive + Performance-Based: Test both
theoretical knowledge and practical
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application
●​ Balanced Assessment Strategy: Ensures
all aspects of student growth are When to Use Norm-Referenced Assessment
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measured ●​ Best for Large-Scale Comparisons:

Comparing students across districts,
Norm-Referenced Assessment states, or nations
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-​ An assessment that compares a learner's ●​ Used in Selection Processes: Admissions,

performance to the performance of a scholarships, or program placements
predefined group or norm group ●​ Standardized Testing: SAT, ACT, GRE, IQ
Purpose: tests, etc.
-​ To rank and sort students by comparing When to Use Criterion-Referenced
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them to a larger group Assessment

Key Features: ●​ Best for Classroom Instruction: Assessing
-​ Typically used in standardized tests (e.g., mastery of specific learning objectives
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SAT, IQ tests) ●​ Certification and Licensing: When specific

-​ Results show how a student's competencies must be met (e.g., driver’s
performance compares to peers test, board exams)
Educational Decisions: Placement decisions (e.g., ●​ Progress Monitoring: Tracking student
gifted programs) progress against set benchmarks
Comparing students at a national, state, or district Complementary Nature of Both Assessments
level Combined Use:
●​ Norm-referenced tests provide broad
Criterion-Referenced Assessment comparison, while criterion-referenced
-​ An assessment that measures student tests focus on mastery
performance against a predefined set of ●​ Teachers often use criterion-referenced
criteria or learning standards assessments for daily instruction, then use
Purpose: norm-referenced assessments for broader
evaluations
 Method: Traditional – Recall;
Contextualized Assessment Authentic – Application
Focuses on students applying knowledge, skills, Focus: Traditional – Teacher-structured;
and values in the context of work related to their Authentic – Student-structured
specialization. Outcome: Traditional – Indirect evidence;
Authentic – Direct evidence
Contextualized Assessment
-​ focuses on evaluating students based on Non-Test Assessment of Learning
their ability to apply the knowledge, skills, ●​ An alternative assessment in the
and values they have learned in real-world sense that it diverts from the
situations that are directly related to their paper- and- pen test
field of study or future profession. The ●​ Formative assessment which is an

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assessment tasks are aligned with tasks ongoing process to give feedback
or challenges they would encounter in to students to increase their

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their work environment, making it practical competence.
and relevant to their specialization ●​ Examples: Portfolio – A purposeful
-​ This type of assessment often requires collection of a student’ s work

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students to integrate multiple skills and showing progress and
knowledge areas (e.g., critical thinking, achievements.
problem-solving, teamwork) that they Teacher Observation, Slates or
would use in their careers. Hand Signals, Daily Assignments,
a Journal, Games,Projects, Debates,
Decontextualized Assessment Checklist, Cartooning, Models,
-​ focuses on evaluating students ’ Panel Discussion, Demonstrations
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knowledge and skills in a more abstract,
isolated manner, often disconnected from Transversal Competencies - are competencies
real-life applications or work contexts. that are transferable between jobs. People use to
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These assessments typically measure call them experience, soft skills, emotional
how well students can recall facts, intelligence and employability skills.
concepts, or theories without necessarily
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applying them to practical situations. Principles of High-Quality Assessment

A. Clear learning targets B. Appropriate methods
C. Balance D. Validity and reliability E. Fairness
F. Practicality and efficiency G. Continuous
process H. Authenticity I. Communication
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J. Positive consequences K. Ethics

Assessment is of high quality when:

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●​ It is in accordance with contemporary view

or active learning and motivation
●​ It involves learners in the assessment
process beginning with the setting of
Authentic Assessment goals, monitoring of their own learning and
●​ Simulates true-to-life situations. in building self- confidence because
●​ Involves real-world tasks that demonstrate learners are intrinsically motivated to
the meaningful application of essential learn.
knowledge and skills. ●​ It is not just students ’ meaningless
●​ Comparison with Traditional Assessment reproduction of knowledge learned but
Action: Traditional – Selecting a response; linking information to other bits of
Authentic – Performing a task information meaningfully, critically and
Setting: Traditional – Contrived; creatively to apply what they learn to real-
Authentic – Simulation world situations.
 ●​ It is valid. It assesses what is supposed Principles of Portfolio Assessment
and intended to assess. ●​ Content principle – Reflects important
●​ It is reliable meaning the test procedures subject matter
have consistent scores. ●​ Learning principle – Encourages active
●​ It is fair like when learners are assessed learning
on something they were taught and is not ●​ Equity principle – Allows students to
against subgroups of students. demonstrate learning styles and
intelligence

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Characteristics of 21st Century Assessment
Responsive, Flexible, Integrated, Informative, Types of Portfolios

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Multiple Methods, Communicated, Technically ●​ Working portfolio – a collection of a
Sound, and Systematic student’ s day-to-day works which reflect
his/her learning

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Performance-Based Assessment ●​ Show portfolio – a collection of a student’s
●​ Gather information about student learning best works
through demonstration of skills and ●​ Documentary portfolio – a combination of
products grounded in real world contexts. a working and a show portfolio
Type of Tasks
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●​ Demonstration-type: No product needed Cover letter, Table of Contents, Entries, Date
(e.g., cooking demonstration). Entries, Drafts, Reflections
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Creation-type: Tangible products required What a Portfolio includes?
(e.g., research paper). ●​ Reproductions – are documentations of a
student’ s work outside the classroom.
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GOAL- Provide a statement of the task - ●​ Attestations – are the teacher ’ s or other
Establish the goal of the task; state the problem, responsible person ’ s documentation to
challenge or obstacle in the task. attest to the student progress.
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ROLE- Define the role of the students in the task. ●​ Productions – are the documents that the
- State the job of the students for the task. student himself/ herself prepares.
AUDIENCE – Identify the target audience within
the context of the scenario.
SITUATION – Explain the situation. What’ s the
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context? What is the challenge?

PRODUCT – Clarify what the students will create
and how they will create it. STANDARDS and
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CRITERIA – identify the specific standards for

success; Give rubric to the students to develop
them with the students.

Criteria for Selecting Performance-Based

Tasks
A. Generalizability B. Authenticity C. Multiple foci Rubrics
D. Teachability E. Feasibility F. Scorability G. -​ A measuring instrument for rating
Fairness performance-based tasks.
Types of Rubrics
Portfolio Assessment ●​ Holistic Rubric – Provides one rating for
-​ An ongoing process of gathering multiple the overall performance.
indicators of growth.
 ●​ Analytic Rubric – Breaks down ●​ may also be done at the start of
performance into dimensions, each rated school year for spirally designed
separately. curriculum so that corrective
Parts of a Scoring Rubrics - Criteria, Descriptions actions are applied if the
of the level of performance prerequisite knowledge and skills
Important Elements of a Rubric have not been mastered
Whether holistic or analytic, the rubric should ★​ Placement Assessment
have the following information ●​ Done at the beginning of school
• Competency to be tested – this should be a year to determine the current
behavior that requires either a demonstration or knowledge of learners under needs
creation of products of learning that could inform the design of
• Performance task – the task should be instruction

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authentic, feasible, and has multiple foci ●​ may be used to group learners to
•Evaluative criteria and their indicators – these make relevant instructional plans

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should be made clear using observable traits to address the needs or
•Performance levels – these levels could vary in accommodation for the learners
number from 3 or more ●​ Entrance examination is an

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• Qualitative and quantitative descriptions of example
each performance level – these descriptions ★​ Traditional Assessment
should be observable to be measurable ●​ Conventional strategies are tools
to provide information about the
TYPE OF ASSESSMENT
a learning of students and provide
★​ Formative Assessment grades to the learners
●​ Used at the beginning And and of ●​ typically objective in nature
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instruction to assess learners (paper-and-pen; multiple choice)
understanding ★​ Authentic Assessment
●​ information collect teachers To ●​ Use of assessment tools or
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make adjustments to the strategies that allows students to

instructional process and perform or create a product that
strategies to facilitate learning are meaningful to them as they are
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●​ can inform learners about their based on real word context

strengths and weaknesses to ●​ measured by degree of
enable them to make further steps authenticity rather than presence
for performance improvement and or absence of authenticity making
classroom progress assessment more or less authentic
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★​ Summative Assessment
●​ Activities that aim to determine OSLEA
learners mastery of content Objective
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●​ provide information on students Subject Matter

achievement at the end of Learning Outcomes
instruction Evaluation
●​ may also be used to obtain data to Activities
gauge effectiveness of teaching
strategies and improve instruction Principles in Assessing Learning
★​ Diagnostic Assessment 1.​ Assessment should have a clear purpose
●​ Detects learning problems are 2.​ Assessment is not an end in itself
difficulties so that corrective action 3.​ Assessment is an ongoing, continuous,
are done to ensure learning and formative process
●​ done right after seeing signs of 4.​ Assessment is Learner Centered
learning problems in the course of 5.​ Assessment is both product and process
teaching oriented
 6.​ Assessment must be comprehensive and
holistic
7.​ Assessment requires the use of
appropriate measures
8.​ Assessment should be as authentic as
possible

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