EDM 136 - REVIEWER

MEANING
Assessment involves the process of Evaluation, on the other hand, refers to
collecting, gathering, reviewing, and making a judgment (Pass or Fail) about
using information or data. It is typically student performance, often resulting in a
an ongoing process aimed at pass or fail decision. It measures the
understanding students' learning extent to which learning objectives have
progress. been achieved.

NATURE
Assessment can be both diagnostic. Evaluation is generally judgmental,
Diagnostic assessments are used to offering a final verdict on learning
identify strengths and weaknesses before outcomes based on established criteria.
instruction.

WHAT IT DOES
Assessment provides feedback to Evaluation determines how well students
learners about their performance, have met the set objectives, often
highlighting areas that require applied at the end of an instructional
improvement. It focuses on helping period to measure overall achievement.
learners grow and develop their
knowledge and skills.

PURPOSE
Assessment is often formative, meaning Evaluation is typically summative,
it is conducted during the learning performed at the conclusion of a learning
process to support continuous period.
improvement.

ORIENTATION
Assessment is process-oriented, Evaluation is product-oriented,
focusing on how learning occurs rather emphasizing the end product or outcome
than just the final result. It evaluates the of learning. It often compares student
learning journey. performance against set benchmarks or
other students.

FEEDBACK
Assessment feedback is generally Evaluation feedback is more
descriptive, offering specific insights into standardized and based on the level of
strengths and weaknesses. It includes quality as per established standards. It
both positive and negative points to often involves assigning grades or scores.
encourage further growth.

RELATIONSHIP BETWEEN PARTIES

Assessment fosters a reflective Evaluation follows a prescriptive
relationship, encouraging collaboration relationship, where the evaluator makes
and feedback between teachers and judgments based on set standards, with
students for continuous improvement. the learner playing a more passive role.

CRITERIA
Both teachers and students may It is usually led by the teacher or an
participate in setting criteria for formative external evaluator, and criteria are often
assessments. predetermined.

MEASUREMENT STANDARD
Assessment uses an absolute Evaluation uses a comparative
measurement standard, evaluating standard, often measuring a student's
performance against predefined criteria performance relative to peers or
without comparing it to others. benchmarks.
 TEST
A formal and systematic instrument, often a paper-and-pencil test, used to collect
data on student performance.
MEASUREMENT
The process of quantifying results by assigning scores or numerical values,
answering the question, "How much?"
ASSESSMENT
Involves gathering and organizing data from the measurement to analyze student
performance and identify areas of improvement.
EVALUATION
A decision-making process where judgments are made based on assessment data,
determining whether objectives were met, often resulting in a pass or fail judgment.

Use of Instrument: Identifying Coverage: After the Test: The

TEST

Instruments like quizzes, The specific topics or completed test serves as

exams, or other formal learning areas to be the source of data for the
tools are applied to gather tested are determined. next steps.
data.

Checking/Scoring: The During Checking After Writing the Score:

MEASURE

test responses are /Scoring: The The final numerical values

MENT

checked, and scores are measurement phase or scores are established.

assigned based on involves quantifying
performance. student results using
predetermined scoring
systems.

Gathering and Recording/Collecting After Computing the

ASSESS

Organizing Data: Data Scores: Scores are Final Grade: The data is
MENT

from the measurement systematically recorded to summarized, and final

process is collected and evaluate individual and grades are computed
structured for analysis. overall class performance. based on established
criteria.

Decision-Making Giving Meaning to the After Communicating

EVALUA

/Judgment: Based on the Final Grade: The Results: The results are
TION

assessed data, evaluators significance of the scores shared with students,

make judgments about is interpreted, often parents, or stakeholders to
the learner’s achievement considering performance provide feedback and
(e.g., pass or fail). benchmarks or determine future actions.
expectations.

MAIN AIM OF TEACHING

The primary goal of teaching is to enable learners to achieve intended learning outcomes
(ILOs), which are the knowledge, skills, and abilities that students should acquire by the
end of an instructional period.
Learning objectives are established before instruction begins, providing a clear direction for
both teachers and students. This ensures a structured and purposeful learning experience.
Progress is periodically assessed using various tools like tests and other forms of
evaluation to measure students' understanding and mastery.
ILO ( INTENDED LEARNING OUTCOMES
ILOs define the expected knowledge, skills, and abilities students should demonstrate
upon completing a learning experience. They serve as a benchmark to evaluate the
effectiveness of teaching.
These outcomes should be written using the SMART criteria — Specific, Measurable,
Achievable, Relevant, and Time-bound.
Clear ILOs ensure that both learners and educators are aligned in their expectations and
goals.
 BENJAMIN BLOOM'S TAXONOMY OF PRINCIPLE OF ASSESSMENT
LEARNING OUTCOMES
1. Assessment should have a clear
1. Evaluation Helps in Preparing purpose
Instructional Objectives It should be based on and aligned with
Teachers use Bloom's Taxonomy to learning goals.
determine the type of knowledge students 2. Assessment is not an end itself
should acquire.
It also identifies the necessary skills It should lead to decisions that improve
students need to demonstrate. learning.
Additionally, it guides the development of It serves to enhance student
students’ interests and attitudes. understanding.
2. Evaluation Process Assesses 3. Assessment is ongoing,
Learners’ Needs continuous, and formative
Teachers assess students to understand It provides continuous feedback for both
their learning needs. students and teachers.
It identifies the knowledge and skills 4. Assessment is learner-
students must master. centered
Evaluation helps determine whether It focuses on how teachers can improve
learners have acquired the necessary instruction based on student learning.
competencies to proceed to the next level.
5. Assessment is both process
3. Evaluation Provides Feedback to and product-oriented
Students
Equal importance should be given to the
Feedback supports students in recognizing learning process and final outcomes.
their strengths and weaknesses.
It helps learners identify their difficulties 6. Assessment must be
and areas for improvement. comprehensive and holistic
Constructive feedback encourages It should employ a variety of strategies to
students to reflect on their learning measure student learning.
progress and take steps to enhance their 7. Assessment requires the use
performance. of appropriate measures l
4. Evaluation Helps in Curriculum It must have psycometric properties such
Development as validity and reliability.
Evaluation determines the effectiveness of 8. Assessment should be
the curriculum. It supports the construction authentic
of a new curriculum. It should be relevant to real-life situations
5. Evaluation Aids in Reporting and experiences.
Learners' Progress to Parents
TRADITIONAL EDUCATION (CONTENT)
Evaluation provides a report on students’
development. It informs parents about their Teacher-Centered Learning - The teacher
child's progress. is the primary source of knowledge, and
6. Evaluation Data Supports students are passive learners.
Guidance and Counseling Corporal Punishment - Discipline is
Evaluation data is valuable for educational, maintained through strict methods,
vocational, and procedural guidance. It including physical punishment.
helps in offering personalized support to Rigid Classroom Setup - Students sit in
students. fixed seats while the teacher instructs from
the front. The curriculum is fixed with little
7. Evaluation Data Supports flexibility.
Effective School Administration Memorization and Routine-Based
Evaluation helps administrators assess if Learning - Textbooks dictate learning, and
school objectives are being met. students follow a structured routine.
It aids in decisions regarding student Success is measured by memorization
admission, sectioning, and promotion. rather than understanding.
Exam-Oriented Education - The main
8. Evaluation Data Contributes to
School Research goal is to score well in examinations, often
through rote memorization.
Evaluation enables a comparative study of Lack of Practical Skills - Students may
curricula. It helps assess the effectiveness achieve good marks but lack real-world
of different teaching methods. skills or deep knowledge.
IMPLEMENTING OBE
1. Identification of the educational Lessons are designed to achieve specific
objectives of the subject or course learning goals.
Broad goals - expected to achieve 3. Frequent monitoring of student
Stated from the point of view of teacher learning
2. List learning outcomes specified for Student progress is continuously assessed
each subject/course and adjusted.
Stated as concrete active verbs
BBTEO 4. Adjustment of the learning process
Cognitive - knowledge Teaching methods are modified to help
Psychomotor - skills students meet learning objectives.
Affective - emotion 5. Evaluations are designed to reflect
3. Drafting outcomes assessment real-world applications of knowledge.
procedure
Evaluations are designed to reflect real-
Attaining the desired learning outcomes world applications of knowledge.
Identifies the data - serve as a guide
EXPECTED OUTCOMES AFTER
2 TYPES OF OUTCOME GRADUATION
1. Immediate Outcomes Institutional outcome
Are short-term effects seen right after Program outcome
an action, like improved test scores or Course or subject outcome
engagement after a lesson. Learning/instructional/lesson outcome
2. Deferred Outcomes EVALUATION TOOLS
Appear over time, such as long-term
knowledge retention or real-world skill Used in authentic assessment in
application. mathematics.
It goes beyond traditional
OUTCOME-BASED EDUCATION
(OUTCOME) Instruments or techniques used to
assess the quality
Student-Centered Learning - Students
actively engage in the learning process 1. Checklist
and demonstrate what they know and can
do. Identifying the presence and absence of
Focus on Skills and Competencies - conceptual knowledge/indicator/parameter
Learning is designed to help students Format (listed with small checkboxes)
successfully apply knowledge in real-life Detailed wording to minimize
situations. misinterpretation
Faculty-Driven and Meaningful - Individual Checklist (one on one)
Educators play a guiding role, ensuring Group Checklist (more generic or global in
learning experiences are relevant. scope of materials)
Encourages Self-Learning - Students Helps teachers assess the students'
take responsibility for their learning, problem solving skills
developing independence. Advantages:
Flexible Outcomes - Learning is adapted It allows inter individual comparison
to meet different student needs and paces. They provide a simple method to record
Practical Application - Students apply observations
knowledge in meaningful ways, rather than Adaptable to subject matter areas
simply memorizing. Useful in evaluating learning activities
Interdisciplinary Knowledge - Subjects expected to be performed
are integrated to provide a well-rounded Helpful in evaluating produce work
education. Properly prepared checklist allows
observer to constrain the direct attention
PRINCIPLES OF OUTCOME-BASED Checklist objectively evaluate the
EDUCATION characteristics
1. Students and teachers know the Decreases the chance of error in
expected learning outcomes. observation
Students and teachers know the expected Disadvantages
learning outcomes. Checklist don't indicate the quality of
performance, so the usefulness of checklist
2. Teaching is focused on the stated is limited
objective Only limited component of overall
performance can be evaluated
 Only the presence/absence of an attribute, QUALITIES OF A GOOD EVALUATION
behavior or performance or parameter may TOOLS
be assured
It has limited use in qualitative 1. Reliability
observations Consistently measuring what it intends to
Checklist are not easy to prepare measure
2. Rating Scale 2. Validity
Used to evaluate or assess something, Accurately measuring its intended
often by assigning numeral or descriptive objectives
values to different levels of performance or 3. Objectivity
attributes.
Free from bias or personal opinions
3. Performance Tasks
4. Practicability
Require students to apply mathematical
knowledge and skills in realistic, practical Easy to use and administer
context.
4. Portfolio
A collection of student work that
showcases their progress, skills, and
growth over time.
Provides a holistic view of students
learning, demonstrating both strengths and
areas for improvement.
5. Peer Assessment
Students evaluate each other's work,
providing constructive feedback and
promoting collaborative learning.
Fosters critical thinking, encourages
collaboration, and provides students with
different perspectives on their own work.
Provide feedback on accuracy and
approach focusing on specific criteria
outlined rubric
6. Reflective Journals
Students document their learning
experiences, reflecting on their
understanding, challenges, and growth.
Promotes self-awareness, encourages
deeper thinking, and allows students to
track their learning journey.
"learning about yourself"
7. Rubric
Assessment tools that outline specific
criteria and expectations for performance
tasks, ensuring clear understanding of
grading standards.
Provide students with clear expectation.

TRADITIONAL
1. Survey Questionnaire
2. Test
Used to measure knowledge, skills and
abilities.
3. Feedback Forms
Allows for gathering feedback from
participants or stakeholders.