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Assessment in Learning 1 (Pagtatasa Sa Pagkatuto 1)

Assessment in learning involves systematically gathering evidence of student learning through various methods in order to make informed decisions to promote further learning. It is a process of collecting both qualitative and quantitative data from multiple sources, such as tests, projects, homework and class participation. The data is then analyzed and interpreted to evaluate student performance and determine whether learning objectives have been met. While testing is one form of assessment, the goal is to use all assessment data to guide instruction and support student achievement. Educators must be competent in both formal and informal assessment methods and apply principles such as validity, reliability and measuring a range of difficulty levels.

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Jessiah Jade Leyva
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321 views

Assessment in Learning 1 (Pagtatasa Sa Pagkatuto 1)

Assessment in learning involves systematically gathering evidence of student learning through various methods in order to make informed decisions to promote further learning. It is a process of collecting both qualitative and quantitative data from multiple sources, such as tests, projects, homework and class participation. The data is then analyzed and interpreted to evaluate student performance and determine whether learning objectives have been met. While testing is one form of assessment, the goal is to use all assessment data to guide instruction and support student achievement. Educators must be competent in both formal and informal assessment methods and apply principles such as validity, reliability and measuring a range of difficulty levels.

Uploaded by

Jessiah Jade Leyva
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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ASSESSMENT IN LEARNING 1

(Pagtatasa sa Pagkatuto 1)

CN#: 5383
Lesson 1:

Basic Concepts and Principles in


Assessing Learning
(Pangunahing Konsepto at Prinsipyo sa
pagtatasa ng Pagkatuto)
PERFORMANCE TASKS SUCCESS INDICATORS

Develop a metaphor Explain “assessment” in


for terms of the metaphor
assessment in learning used to show how it
relates to other concepts.
Propose a plan or strategy Plan assessment practices
for assessing student that apply the principles
learning based on the in learner assessment in
core principles in teaching selected topics
assessing learning in the k to 12 curriculum.
What is Assessment in Learning?

ASSESSMENT- is rooted in the latin word assidere, which means “to sit beside
another”.
- a process of gathering quantitative and/or qualitative data for
the purpose of making decisions.
-Vital to the education process similar to curriculum and
instruction. Schools and teachers will not be able to determine
the impact of curriculum and instruction on students or
learners without assessing learning.
-It is important that educators have knowledge and competence in
assessing learners.
ASSESSMENT IN LEARNING
--A systematic and purpose-oriented collection,
analysis, and interpretation of evidence of
student learning in order to make informed
decisions relevant to the learners.
--Aim to use evidence on student learning to further
promote and manage learning.
--Assessment in learning can be characterized as (a) a
process, (b) based on specific objectives, and (c)
from multiple sources.
 
ASSESSMENT IN LEARNING
 How is assessment in learning similar or different from the concept of measurement or
evaluation of learning?

o MEASUREMENT-Can be defined as the process of quantifying the attributes of an


object.
  -Refers to the actual collection of information on student through the
use of various strategies and tools.
o EVALUATION-Refer to the process of making value judgements on the information
collected from measurement based on specified criteria.
-Refers to the the actual process of making a decision or judgement on
student learning based on the information collected from measurement.
 
 
 ASSESSMENT AND TESTING
-Refers to the use of a test or battery of test to collect
information on student learning over a specific period of time.
-A test can be categorized as either a selected response
(e.g.,matching-type of test) or constructed response (e.g.,essay
test, short answer test).
 ASSESSMENT AND TESTING

 A test can make use of objective format or Subjective format


-The objective format provides for a more bias-free scoring as
the test items
have exact correct answers. (e.g.,multiple choice, enumeration)
-Subjective format allows for a less objective means of scoring,
especially if no rubrics is used. (e.g,essay)
 ASSESSMENT AND TESTING

 TABLE OF SPECIFICATIONS (TOS)


-A table that maps out the essential aspects of a test (e.g., test
objectives, contents,topics covered by the test, item distribution).
-is used in the design and development of a test.
 ASSESSMENT AND TESTING

 A test is said to be good and effective if it has acceptable psychometric


properties. This means that a test should be valid, realible, has acceptable
level of difficulty and can discriminate between learners with higher and
lower ability. Teachers are expected to be competent in the design and
development of classroom test.
 ASSESSMENT AND GRADING
-A process of assigning value to the performance or
achievement of a learner based on specified criteria or standards.
Aside from test, other classroom tasks can serve as bases for grading
learners. These may include a learner’s performance in recitation,
seatwork, homework, and project.
-The final grade of a learner in a subject or course is the
summation of information from multiple sources (i.e.,several
assessment tasks or requirements).
 ASSESSMENT AND GRADING
-Grading is a form of evaluation which provides information on
whether a learner passed or failed a subject or a particular
assessment task.
-Teachers are expected to be competent in providing
performance feedback and communicating the results of assessment
tasks or activities to relevant stakeholders.
.
CLASSICAL TEST THEORY (CTT)- Also known as the true score theory
-Explains that variations in the performance of examinees
on a given measure is due to variations in their abilities.
-The CTT assumes that an examinee’s observed score in a
given measure is the sum of the examinee’s true score
and some degree of error in the measurement caused by
some internal and external conditions.
-CTT also assumes that all measures are imperfect, and
the scores obtained from a measure could differ from the
true score (i.e., true ability) of an examinee.
CLASSICAL TEST THEORY (CTT)- The CTT provides an estimation of the item difficulty
based on the frequency or number of examinees who
correctly answer a particular item; items with fewer
number of examinees who correct answers are
considered more difficult.
-CCT also provides an estimation of item discrimination
based on the number of examinees with higher or lower
ability to answer a particular item. If an item is able to
distinguish between examinees with higher ability (i.e.,
higher total test score) and lower ability (i.e., lower total
test score), then an item is considered to have good
discrimination.
Item Response Theory (IRT)- Analyzes test items by estimating the probability that an
examinee answers an item correctly or incorrectly.
-One of the central differences of IRT from CTT is that in IRT,
it is assumed that the characteristic of an item can be
estimated independently of the characteristic or ability of
the examinee and vice-versa.
- IRT analysis can provide significantly more information on
items and tests, such as fit statistics, item characteristics
curve (ICC), and test characteristic curve (TCC).

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