Institute of Teacher Education |2nd Semester. A.Y.

2024-2025
ASSEVMATH|Assessment and Evaluation in Mathematics

WEEK 1 - 2
Lesson 1: Assessment and Evaluation of Learning in Mathematics
OBJECTIVES

At the end of this lesson, pre-service teachers must be able to:

1. Discuss the significance of assessment and evaluation of learning in Mathematics

2. Discuss the DepEd policies on assessment of learning in Mathematics

3. Describe the skills and attitudes to be achieved in K to 12 and Matatag Mathematics learning

outcomes

PARTICIPATORY LEARNING:

Based on the NCBTS, planning, assessing and reporting refer to the alignment of assessment and
planning activities. In particular, the domain focuses on (1) the use of assessment data to plan and revise
teaching-learning plans, (2) the integration of assessment procedures in the plan and implementation of
teaching-learning activities, (3) the reporting on the learner’s actual achievement and behavior.
Specifically, the set of competencies expected of a would-be-teacher are (1) to develop and use a
variety of appropriate assessment strategies to monitor and evaluate learning, and (2) to regularly monitor
and provide feedback on the learner's understanding of the content.

Measurement
✓ It is the systematic process of obtaining a numerical description of the degree to which an individual
possesses a particular characteristic
✓ According to Thorndike and Hagen (1977) as cited by Oriondo and Antonio (1984), measurement
involves the following steps:
1. Identifying and defining the quality or attribute that is to be measured,
2. Determining a set of operations by which the attribute may be made manifest and perceivable
3. Establishing a set of procedures or definitions for translating observations into quantitative
statements of degree or amount.
✓ Calderon and Gonzales (1993) defined measurement in a more specific way. They view measurement
as a process of determining the quality of achievement of learners utilizing appropriate measuring
instruments.

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ASSEVMATH|Assessment and Evaluation in Mathematics

✓ According to McMillan(1997) as cited by Buendicho (2010), measurement involves using observation,

rating scales, or any other non-test device that secures information in a quantitative form

Test
✓ Method of assessing the student learning through teacher–made or standardized test
✓ A set of items or questions measuring a sample behavior or tasks from a specific domain of knowledge
or skill; designed to be presented to one or more examinees under specific conditions, with definite
boundaries and limits (UP Open University
✓ Consists of questions, exercises or other devices to measure the outcomes of learning
✓ It is the “product” that measures a particular behavior or set of objectives
✓ It is used to examine students’ knowledge or skills of something to determine what he or she knows or
has learned

Non-Test
✓ It is an alternative assessment in the sense that it diverts from the paper-and-pencil/pen test

Testing
✓ Measurement procedure using standardized test results. The same concept can be measured in
another way. We can ask a group of experts to rate a student’s (or a teacher’s) knowledge of the
subject matter on a scale of 1 to 5 with 1 being the lowest and 5 the highest.
✓ Measures the level of skills or knowledge that has been reached.

Assessment
✓ It is a process that is used to keep track of learners’ progress in relation to learning standards and in
the development of 21st-century skills; to promote self-reflection and personal accountability among
students about their own learning and to provide bases for the profiling of student performance on the
learning competencies and standards of the curriculum.
✓ According to Angelo (1995) assessment is a process that involves a series of steps, namely: gathering,
analyzing and interpreting data.
✓ Any of the variety of procedures used to obtain information about student performance (Linn &
Gronlund, 2000)
✓ Systematic, continuous process of monitoring the various pieces of learning to evaluate student
achievement and instructional effectiveness (Hewitt-Gervais & Baylen, 1998)
✓ Answers the questions “How much of a given skill does a student possess before, during, and after
instruction” and “How much change has occurred”
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ASSEVMATH|Assessment and Evaluation in Mathematics

✓ The systematic process and documenting and using empirical data on the knowledge, skills, attitudes
and beliefs and by taking assessments teachers try to improve student learning.

Evaluation
✓ Is the process of determining the quality of an attribute based on certain standards (Calderon and
Gonzales, 1993).
✓ It is a process used in making judgments or decisions about a given program, method or technique
✓ The process of summing up the results of measurements or tests and giving them, some meaning
based on value judgments (Hopkins and Stanley, 1981)
✓ A holistic way of looking at the effectiveness of the learning process by considering both the learner
and the learning product and applying quantitative and qualitative judgments

COMPARATIVE MATRIX ON THE FOUR MOST COMMONLY USED TERMS IN TESTING

Test Measurement Assessment Evaluation
➢ A set of items or ➢ Establishes the ➢ Any of the variety of ➢ Involves a broader
questions measuring characteristics of procedures used to process that includes
a sample behavior or individuals or groups obtain information examining several
tasks from a specific of individuals about students’ components of a
domain of knowledge through the performance (Linn & whole and making
or skill; designed to assignment of Gronlund, 2000) instructional decisions
be presented to one numerals according ➢ The systematic, (Gredler, 1996)
or more examinees to rules that give continuous process of ➢ The process of
under specific these numerals monitoring the delineating, obtaining
conditions, with quantitative various pieces of and providing useful
definite boundaries meaning (ASEAN learning to evaluate information for
and limits (UP Open Seminar-Workshop student achievement judging decision
University) on Test Item and instructional alternatives (Popham,
➢ Consists of questions, Writing/Construction effectiveness (Hewitt- 1993)
exercises or other and Development, Gervais & Baylen, ➢ The process of
devices to measure 1998) 1998) summing up the
learning outcomes. ➢ A process of ➢ Answers the results of
obtaining a questions “How much measurements or
numerical of a given skill does a tests and giving them,
description of the student possess some meaning based

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 Institute of Teacher Education |2nd Semester. A.Y. 2024-2025
ASSEVMATH|Assessment and Evaluation in Mathematics

degree to which an before, during and on value judgments

individual possesses after instruction” and (Hopkins & Stanley,
a particular “How much change 1981)
characteristic. has occurred” ➢ A holistic way of
looking at the
effectiveness of the
learning process of
considering both the
learner and the
learning product and
applying quantitative
and qualitative
judgments.

COMPARISON CHART OF ASSESSMENT AND EVALUATION

Basis for Comparison Assessment Evaluation
Meaning Assessment is a process of Evaluation is described as an act
collecting, reviewing and using of passing judgment based on a
data, for improvement in the set of standards.
current performance
Nature Diagnostic (improve learning Judgmental (judge learning level)
quality)
What does it do? Provides feedback on Determines the extent to which
performance and areas of objectives are achieved.
improvement
Purpose Formative (is on-going) Summative (provides closure)
Orientation Process Oriented Product Oriented
Feedback Based on observation and positive Based on the level of quality as
& negative points (provides per set standard (shows shortfalls)
feedback)
Relationship between Test Reflective Prescriptive
Administrator and Student
Measurement Standards Absolute Comparative

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ASSEVMATH|Assessment and Evaluation in Mathematics

Example:
The flower is purple and is too short with not enough leaves. _______________
I’ll give the flower some water to improve its growth. _______________

Whenever a teacher engages in instruction, he/she must always keep in mind the complete cycle of

evaluation. He/She should remember that the ultimate purpose of any educational endeavor is to improve

instruction to further motivate learners to exceed their past performance. As such, the four concepts are

interrelated. This can be further seen in Figure 1.2 below.

MUST DO IN TEACHING
Design a lesson and plan how to evaluate the students’ learning
(Designing the test and preparing a method for measurement)

Administer the test

(Gathering data through testing)

George gets 13 out 15 items wrong; Lisa gets a perfect score.

(Measurement)

George is poor in spelling; Lisa is academically able.

(Evaluating evidence and making judgments)

George must be given practice exercises; Lisa should be given enrichment tasks that
are more difficult than the former so that both of them an maximize their learning.
(Making decisions)

Figure 1.2. THE GENERAL PROCEDURES IN THE EVALUATION PROCESS

(Linn & Gronlund, 2000; Measurement and Evaluation in the Secondary Schools, 1990; Popham, 1993)

What constitutes the quality of mathematical learning?

When we talk of evaluation in the mathematics classroom, we try to determine the and quality of

students understanding and achievement in mathematics based on clearly defined objectives. This means that

a comprehensive range of objectives is evaluated rather than just the imbibing of the subject matter.

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ASSEVMATH|Assessment and Evaluation in Mathematics

A mathematics student is expected to learn facts, develop concepts, use symbols, master processes

and procedures, learn to develop generalizations, apply mathematics ideas in real-life situations, be able to

reason deductively, and so forth. One student likely scores high marks through rote memorization while the

other has acquired the ability to think and solve problems. Then who is the better learner?

Thus, a wise teacher should evaluate the modes of learning employed by his or her students and not

just what has been learnt. Modes of learning are as important as the content. High performance achieved

through rote memorization is not preferred in evaluating the growth of students. We use some procedures

and techniques to collect data about student progress and growth to determine the extent to which there

varied mathematical learning objectives have been achieved.

Evaluation for Improvement of Instruction

Before you teach, you have to plan your lessons while planning for instruction you have to keep in

mind both the content as well as the students who have to learn. The students in your class are likely to have a

wide range of previous knowledge and experience. They may also be operating at different levels of learning in the

content you are planning to teach. For example, you want to teach applications of logarithms and one such application is

simplification of exponential expressions of the type (ab)". You will have to assess whether your students call use a table

of logarithms, recall laws of indices, or solve a linear equation before you plan the learning experiences. Not only this,

you will also have to assess the levels of understanding of your students. Levels of understanding are associated with

structures of mathematical relationships.

1 11 12
For example, while solving (8 x 5 2)12 the student who chooses (8 x 2
) = (4 x 11)12 = 4412

1
is better than the student who solves it as (8 )12 ( 5 2)12

The first student has a higher level of insight into the relationship than the one who sticks to the original

structure. This information about the individual student will help you design meaningful learning experiences for him.

The teacher should be concerned about the identification of the levels of learning of his/her students before teaching a

new unit. This kind of evaluation is called diagnostic evaluation. As far as planning the content is concerned, evaluation

again can serve as a useful guide to you because for sequencing your content you need to know how long it takes to

master a given concept, the relative ease or difficulty of tasks and the support material or teaching aids that are suitable
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ASSEVMATH|Assessment and Evaluation in Mathematics
for teaching a particular concept or topic. During the period of instruction, you need to monitor the learning progress of

your students and diagnose their learning difficulties. Again, you will be evaluating to get systematic feedback about

how your students are progressing with the lesson as well as about how your plans are working. This is called formative

evaluation. You evaluate content a little more comprehensively by asking oral questions, giving class work, and using

observation during the instructional phase. After you finish teaching the unit you will be interested to determine the

extent of your students' achievements and competence in the unit taught. In other words, you will evaluate their

achievement. This is called summative evaluation and is done at the completion of a unit, term, or year. It helps you to

grade your students to provide data for school records as well as for reporting to parents. Again, evaluation helps you to

discharge your responsibility of reporting pupil progress. Thus, you have seen how evaluation helps you to become

effective at all the three stages of instruction, viz., planning, instructional and evaluative stages

According to the K to 12 Curriculum (DO No 20, s. 2019), assessment is conducted through (a)

classroom-based assessments; and (b) system assessments, which may be national or international.

Classroom-based assessment is composed of formative and summative assessments administered by teachers

in their classrooms. It is discussed in detail in DepEd Order No. 8, s. 2015. In addition, DepEd Order No. 36, s.

2016 discusses the honors and awards that may be given to learners at specific points in the school year.

On the other hand, the national assessment of student learning is composed of large-scale national

assessments administered to learners at specific times. These are described in detail in DepEd Order No. 55, s.

2016

The results of the large-scale assessments feed into the system assessment of DepEd, together with

data gathered from the international large-scale evaluation in which the Philippines has opted to participate in

specific learning areas. These national and international assessments are listed and discussed in DepEd Order

No. 29, d. 2017.

Assessment in the Junior High School (JHS)

Assessment in JHS includes formative and summative classroom assessments that are given during

Grades 7 to 10 to improve student's learning outcomes. Policies assessment in the K to 12 such as DO 8, s.

2015 and DO 36, s. 2016 shall be referred to when conducting assessment in JHS.

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ASSEVMATH|Assessment and Evaluation in Mathematics

At Grade 9, learners take the National Career Aptitude Examination (NCEA). The NCEA is an aptitude

test meant to provide information through test results for self-assessment, career awareness, and career

guidance of high school students for their post-secondary courses or applications for scholarships. Test taking

is mandatory but test results are recommendatory.

Learners may also undergo technical-vocational assessment through TESDA for a National Certificate.

Those who finish JHS also have to take an exit assessment at Grade 10, which is the National Achievement Test

(NAT) Grade 10.

Skills and Attitude in K-12 Mathematics Learning Outcomes

1. Critical Thinking

- Students can develop this ability when confronting Mathematical problems, identifying

possible solutions and evaluating and justifying their reasons for the results

2. Problem-Solving

- Students learn to problem solve in mathematics primarily through doing, talking, reflecting,

discussing, observing, investigating, listening, and reasoning

3. Teamwork

- One way to improve learner’s team-working skills is to work in ways that encourage

collaboration and sharing mathematical journeys in smaller and larger groups on a regular

basis

4. Independence

- Developing independence and self-management skills during math class helped the

students achieve their math goals

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ASSEVMATH|Assessment and Evaluation in Mathematics

Student’s Attitude Toward Math

Where does a NEGATIVE MATH ATTITUDE come from?

The idea that math is for “smart people”

When you first encounter math, it looks so complicated, and most of the students think that only smart

students can do and understand it.

The perception of math as a boring subject

Some find it boring. Perhaps this is true for the basic stuff that has to be taught

A general lack of confidence in one’s learning abilities

Students with low confidence are nervous about learning new material, expect that all mathematics

will be difficult, feel that they are naturally weak at math, and worry more about math than any other

subjects.

Being overwhelmed by complex and difficult math problems

The more complicated math problems the students are encountering, the more pressured they are

An inability to understand the relevance of math in “the real world”

When studying to become a math teacher, many teachers-in-training are taught to use concrete, real-

world examples to help illustrate mathematical concepts.

Attitude and Achievement – A Bidirectional Relationship

A student with a positive attitude towards math, is more confident when learning math, enjoys math,

is motivated to do more, actively engages during math lessons, gets more practice, and achieves more

A student with a higher achievement in math has more confidence in their abilities and sees the value

of math. And has a positive attitude toward math

To improve attitude and/or achievement, you need to break this cycle

and create one of positivity

Student’s attitude towards math can affect their overall ACHIEVEMENT

Positive attitude can lead to so much more than a few good test scores
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ASSEVMATH|Assessment and Evaluation in Mathematics

DepEd Or No. 10, s. 2024 The policy for MATATAG Curriculum, the content of this curriculum is to become

mathematically proficient and critical problem solvers, learner need to be equipped with strong mathematical

knowledge and understanding. Lessons that are logically sequenced and interconnected enable students to learn deeply

and flexibly. The revised mathematics curriculum will have three domains: (1) Number and Algebra: (2) Measurement

and Geometry; and (3) Data and Probability.

In terms of the skills, students should be proficient problem solvers, learners need to possess a range of

mathematical skills. Such skills enhance the ability to analyze and evaluate mathematical situations and obtain solutions

to real-world problems. In today’s highly technological world, the teaching and learning of mathematics need to be

included. And also go beyond calculations and algorithmic procedures. This is because such calculations and procedures

can be carried out by calculation devices and software applications.

Students’ disposition is closely related to “attitude” and “value.” values are the “guiding principles that underpin

what people believe to be important when making decisions in private and public life… (while) attitudes are

underpinned by values and beliefs and have an influence on behavior” (Organization for Economic Co-operation and

Development (OECD), 2019. P.41) Mathematical disposition also incorporates appreciation of values intrinsic to

mathematics such as its coherence and consistency, precision and clarity, and generality and extendibility.

One of the support components of the MATATAG curriculum is assessment, it should complement the

pedagogical approaches and is a vital aspect of curriculum implementation in mathematics. With the curriculum goal

centered on developing mathematical proficiency, critical thinking, and problem-solving, the assessment process should

not only record learners’ level of achievement in understanding concepts, reasoning, and the solution of mathematical

problems but should also result in the development of appropriate feedback for improving instruction. Assessment,

whether for formative or summative purposes, should be administered in various forms.

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ASSEVMATH|Assessment and Evaluation in Mathematics

SUGGESTED LEARNING MATERIALS

(with references following OER plagiarism and IPR policies)

Website for Reading Materials

Mathematics and numeracy assessment (education.vic.gov.au)

Learning and assessment framework for multiplicative thinking (education.vic.gov.au)

Assessment in mathematics (slideshare.net)

Formative assessment (slideshare.net)

SDG COHERENCE:

SDG No. 4.3. – By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational, and tertiary education, including university

SDG No. 4. c - By 2030, substantially increase the supply of qualified teachers, including through
international cooperation for teacher training in developing countries, especially least developed

countries and small island developing States

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ASSEVMATH|Assessment and Evaluation in Mathematics

ACTIVITY:

a.) OBJECTIVE TYPE OF SHORT ANSWER QUIZ

b.) LESSON 1: REFLECTION PAPER

Directions:

1. Each student will construct their reflection paper.

2. The reflection paper should be a drawing on a bond paper.

3. The reflection should portray the lesson they learned from the discussions and activity.

4. The reflection will be evaluated with a given rubric

5. The reflection will be uploaded to their portfolio in MS Teams.

20 Points – ALL of the criteria were satisfied.

❑ The drawing portrays the learning of the students to the particular discussion/lesson
❑ The drawing is related to the discussion
❑ The drawing is neatly constructed.
❑ The drawing was drawn on bond paper.
❑ The drawing is not similar to any resources or students.
10 Points – 1-2 of the criteria were NOT satisfied.
❑ The drawing portrays the learning of the students to the particular discussion/lesson
❑ The drawing is related to the discussion
❑ The drawing is neatly constructed.
❑ The drawing was drawn on bond paper.
❑ The drawing is not similar to any resources or students.
5 Points – 3 or more of the criteria were NOT satisfied.
❑ The drawing portrays the learning of the students to the particular discussion/lesson
❑ The drawing is related to the discussion
❑ The drawing is neatly constructed.
❑ The drawing was drawn on bond paper.
❑ The drawing is not similar to any resources or students

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ASSEVMATH|Assessment and Evaluation in Mathematics

REFERENCES
Calmorin, L. P. (2011) Assessment of Student Learning 1. Rex Book Store. Manila

Cajigal, R.M. & Mantuano, M. L. D. (2014) Assessment of Learning 2. Adriana Publishing Co. Inc.
Manila

Gabuyo, Y. (2012) Assessment of Learning Textbook and Reviewer I. Rex Book Store. Manila

Reganit, A.A.R., Elicay, R.SP., & Laguerta, C.C., (2010) Assessment of Student Learning 1 (Cognitive
Learning), C and E Publishing, Inc. Manila

Mathematics and numeracy assessment (education.vic.gov.au)

Learning and assessment framework for multiplicative thinking (education.vic.gov.au)

Assessment in mathematics (slideshare.net)

Formative assessment (slideshare.net)

Assessment Knowledge, Process, Understanding, Process/Product (slideshare.net)

BLOOM'S TAXONOMY REVISED VERSION (weebly.com)

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