ASSESSMENT

OF LEARNING

By: Mr. Venzar Seddic Lintang, LPT

Instructor
Secondary Department
College of Education
MSU, this Unit
 OBJECTIVES:
• Discuss the overview of the course
• Define assessment, some basic terms and
principles underlying students’ performance
• Understand basic analogy/s related to
assessment
• To determine the importance of assessment
• To appreciate the importance of assessment in
determining students’ progress and even
teachers effectivity.
QUIZ!!!!
 Quiz :
1. To find out what the students can do, and
how well they can do it
a. performance, skills
b. Knowledge
c. Process
d. None of the above
2. To find out how students feel about their
work
a. Process
b. Motivation, effort
c. Performance, skills
d. All of the above
3. To find out how students go about the task of
doing their work
a. skill, performance
b. Motivation, effort
c. Knowledge
d. process
4. Systematic process of gathering, interpreting,
and acting upon data.
a. Planning
b. Implementation
c. Assessment
d. evaluatio
5. Who is involve in the assessment process?
a. Teacher
b. Student
c. Students peer
d. administrator
e. A & B only
f. A , b and C
g. All of the above
h. None of the above
 “If the proof of the
pudding is in the
eating, then the proof
of learning is results
obtained from
assessing.”
WHAT IS ASSESSMENT?
Assessment is a systematic process of
gathering, interpreting, and acting upon data
related to student learning and experience for
the purpose of developing a deep understanding
of what students know, understand, and can
do with their knowledge as a result of their
educational experience; the process culminates
when assessment results are used to improve
subsequent learning.

-Huba and Freed, 2000

Key Points:
Assessment is an ongoing process aimed at
understanding and improving student
learning
•Multiple methods
•Criteria and standards
•Evidence
•Students know, can do and understand 
***It’s more than just collecting data***
 PROCESS
KNOWLEDGE

IMPORTANCE OF
ASSESSMENT

SKILL;
PERFORMANCE MOTIVATION,
EFFORT
 ASSESSMENT PRINCIPLES
1. ADDRESS LEARNING TARGETS/CURRICULAR GOALS
*cognitive*psychomotor*affective
2. PROVIDE EFFICIENT FEEDBACK ON INSTRUCTION
*satisfactory(proceed to next) *unsatisfactory(reteach)
3. USE A VARIETY OF ASSESSMENT PROCEDURES
*knowledge * skills *attitudes
4. ENSURE THAT ASSESSMENTS ARE VALID, RELIABLE, FAIR AND USABLE,
Valid- reflects PURPOSE of the test
Reliability- yields CONSISTENCE on the results
Fair- fee from BIASES
Usability- PRACTICABILITY, coverage, convenience, economical

5. KEEP RECORD OF ASSESSMENT

*allow student to documents their performance (portfolio)
6. INTERPRET/COMMUNICATE THE RESULTS OF ASSESSMANT MEANINGFULLY
*test with correct meaning, student can make correct decision, falling scores can motivate,
passing can inspire
 CHARACTERISTICS OF MODERN
ASSESSMENT

•Objectives
•Reliable
•Multidimensional in structure
•Measures knowledge, skills and values
•Value-laden
 FOUR KINDS OF STANDARD (ZAIS,
1976)

ABSOLUTE MAXIMUM STANDARD (AMXS)

-- attain by few students(95/100)
ABSOLUTE MINIMUM STANDARD(ABMNS)
-- attain by majority to 75/100 guarantee promotion)
RELATIVE STANDARD (RS)
--- competence compared to other
MULTIPLE STANDARD
--- level of performance or competencies, RANK. Combination of
AmxS and AmnS and RS employ to determine growth and pattern
INSTRUCTIONAL OBJECTIVES/LEARNING
OUTCOMES
-- COMPOSED OF TWO ESSENTIALS

1.Learning outcomes
-- ends results of instruction
2.Learning activities
-- means to an ends
Component:
*behavioral- observables(include blooms taxonomy) and non-observables
(know, appreciate, understand, value: to develop which are so general)
•Content– specify the topic expected to learn.
•* condition– words such, given, using, etc…
•* criterion level– examples 75/100 acceptable level of performance
 Diagnostic: tell us what
the student needs to learn

Formative: tell us how

well the student is doing
as work progresses

Summative: tell us how

well the student did at the FUNCTIONS OF
end of a unit/task ASSESSMENT
GUIDING PRINCIPLES IN THE
ASSESSMENT OF LEARNING
1. Assessment of learning is an integral
part of the teaching-learning process.

Assessment is a sine qua non of

teaching.
“Sine qua non” means
something that is absolutely
needed
 2. Assessment tool should
Match with performance
objective
Which assessment tool to use, which test to
formulate must be based on our
performance objective.
3. The results of assessment
must be fed back to the
learners.

The assessment process serves

its purpose only when we
return corrected quizzes, tests,
seat works, assignments and
evaluated projects ASAP!
6. Emphasize on Self-Assessment

Assessments should not force

students to compete against one
another; any competition should be
between students and their own prior
performance”
-Danielson, 2002
 7. If we believe that our task
As teachers is to teach all
Pupils/students, and that is
Possible that all students, even those from limited
backgrounds, will have access to opportunities
and therefore can achieve, then the bell curve
mentality must be abandoned.
8. Assessment of learning should not
be
Used as punishment or as a
disciplinary
Measure.
 9. Result of learning assessment
Must be communicated regularly and
Clearly to parents
10. Emphasize on real world application
That favors realistic performances over
Out-of-context drill items
11. To ensure learning, do
formative
Assessment
12. To ensure reliability of assessment
Results, make use of multiple source.
Assessment in the different
phases of instruction

1. PRIOR TO INSTRUCTION
2. DURING INSTRUCTION
3. AFTER INSTRUCTION
Paper and pencil assessments:
Ask students to respond in writing to questions
or problem
-item level: assessing lower vs. higher skills
-knowledge vs, application, analysis synthesis
and evaluation
-authentic tasks
e.g. multiple choice, t/f, matching type
(metacognition),short answer, essay (recall)
Strengths:
-can cover a lot of material reasonably well
-fair
-effective in assessing declarative knowledge
of content
-easier to construct and administer
Than performance assessments
 WEAKNESSES:

-REQUIRE FORETHOUGHT AND

SKILL
-LESS EFFECTIVE IN ASSESSING
PROCEDURAL KNOWLEDGE AND
CREATIVE
THINKING
-CONSTRUCTION OF GOOD HIGHER
LEVEL RECOGNITION ITEMS IS
DIFFICULT
-ESSAYS ARE DIFFICULT TO SCORE
 Performance assessments:
-ASSESSMENT THAT ELICITS AND
EVALUATES
ACTUAL STUDENT PERFORMANCES

TYPES OF PERFORMANCES:
PRODUCTS: DRAWINGS, SCIENCE
EXPERIMENTS, TERM PAPERS, POEMS,
SOLUTION TO AUTHENTIC PROBLEMS

BEHAVIOR: TIME TRIAL FOR RUNNING A

MILE, RECITING A POEM, ACTING
TRYOUTS, DANCING
 STRENGTHS of performance
assessments:
EFFECTIVE FOR ASSESSING
HIGHER LEVEL THINKING AND
AUTHENTIC LEARNING

EFFECTIVE FOR ASSESSING SKILL

AND PROCEDURAL LEARNING

INTERESTING AND MOTIVATING FOR

STUDENTS
Weaknesses:
-emphasize depth at the expense
of breadth
-Difficult to construct
-time consuming to administer
-hard to score fairly
 How can we assess student learning?
Traditional assessment:
Assess student knowledge and skills in relative
isolation from real world context.
-practices reflects what students are able to recall
from memory through various means such as
multiple choice, t/f, fill in the blank, matching
questions
Authentic assessment: assess students’ ability to
use what they’ve learning in tasks similar to
those in the outside world.
-it requires information from a variety of source
such as content work samples, observation
during class activities, and conferences with
students.
 Informal Assessment
Teachers’ spontaneous, day to day observations
of student performances.
Ex.
Verbal:
-asking questions
-listening to student discussions
-conducting student conferences
Nonverbal:
- Observing
- Task performances
- On and off task behaviour
- Student choices
- Student body language
Strengths of Informal Assessment:
-facilitates responsive teaching
-Can be done during teaching
-easy to individualize
Weakness:
-requires high level of teacher skill
-vulnerable to : bias, inequities, mistakes
 Formal Assessment
- Assessment that is planned in advance and used to
assess a predetermined content and/or skill domain.
Strengths:
-allows the teacher to evaluate all students
systematically on the important skills and concepts
-helps teachers determine how well students are
progressing over the entire year
-provides useful information to parents and
administrators.
 PORTFOLIOS
Def’n: A collection of student
samples representing or
demonstrating student
academic growth. It can
include formative and
summative assessment. It
may contain written work,
journals, maps, charts,
survey, group reports, peer
reviews and other such items.
Portfolios are systematic, purposeful, and
meaningful collections of students’ work in
one or more subject areas.
 Importance of Portfolios
For Students
-Shows growth over time 
-Displays student’s accomplishment
-Helps students make choices
-Encourages them to take responsibility for their
work
-Demonstrates how students think
 Importance of Portfolios
For Teachers
-Highlights performance-based activities over year
-Provides a framework for organizing student’s work 
-Encourages collaboration with students, parents,
and teachers
-Showcases an ongoing curriculum
-Facilitates student information for decision making 
 Importance of Portfolios
For Parents
-Offer insight into what their children do in school
-Facilitates communication between home and
school 
-Gives the parents an opportunity to react to what
their child is doing in school and to their
development
-Shows parents how to make a portfolio so they may
do one at home at the same time
 Importance of Portfolios
For Administrators
-Provides evidence that teacher/school goals are
being met
-Shows growth of students and teachers 
-Provides data from various sources
 What do portfolios contain?
Three basic models:
Showcase model, consisting of work samples
chosen by the student.
Descriptive model, consisting of representative
work of the student, with no attempt at
evaluation.
Evaluative model, consisting of representative
products that have been evaluated by criteria. 
 Disadvantages of Portfolio
-Require more time for faculty to evaluate than
test or simple-sample assessment.
-Require students to compile their own work,
usually outside of class. 
-Do not easily demonstrate lower-level thinking,
such as recall of knowledge.
-May threaten students who limit their learning
to cramming for doing it at the last minute.
 Rubrics
-It is a scoring guide that seeks to evaluate a
student’s performance based on the sum of a
full range of criteria rather than a single
numerical score.
-It is a working guide for students and teachers,
usually handed out before the assignment
begins in order to get students to think about
the criteria on which their work will be
judged. 
 Rubrics are scoring criteria for:
-free response questions
-Scientific reports
-oral or PowerPoint presentations
-reflection/journals
-Essay
-Laboratory based performance tests
-Article review or reactions
-portfolios or many others
- Concept mapping
- Laboratory performance
- Inventories
- -presentation
- -journal assessment
The end 