Assessme

nt as an
Integral
Part of
Teaching
Assessment
in the
Context of
Teaching
and
Learning
 - form of pre- assessment that
allows a teacher to determine
individual student’s prior
knowledge including

Diagnosti misconceptions before

instruction.

c
- Primarily used to diagnose
what students already know
and don’t yet know in order to

Assessme guide instructions. - The result

of diagnostics also provide a
basis for comparison to
nt determine how much learning
has taken place after the
-Takes place during instruction
(during the formative process) to
provide the teacher with
information regarding how well
the learning objectives of a
given learning activity are being
met.
-teachers monitor student
learning to get ongoing feedback
to improve their teaching and for
the students to improve their
learning.
- Students are helped to identify
their strengths and weaknesses
and target areas that need work.
- Teachers are also helped to
 - Evident- based improvement of
on- going teaching- learning.
- Is referred to as assessment for

Formative
learning because it is meant to
ensure that learning takes place.

Assessme
*In the process of instruction,
the teacher checks on students
learning. If he/she discovers that

nt
concepts and skills are not yet
mastered, right there and then,
the teacher re- teaches to
ensure learning. Thus, the
phrase “assessment for
learning”.
 -used to evaluate student learning
Summative at the end of a defined instructional
Assessment period.
-referred to as assessment of
learning.
-it is a picture of how much learning
took place and to what extend. -the
results of summative assessments
are the bases for grades and report
to parents.
-done through paper- and- pencil
TRADITIONA
L
ASSESSMEN
T AND
AUTHENTIC
ASSESSMEN
T
Traditional
Assessment
-includes the paper- and- pencil
tests.
-Paper- and- pencil tests are
either the selected- response
type or constructed- response.
 •The term authentic assessment
was coined by Grant Wiggins
(1993) a leading proponent of
reform of testing.

Authentic
• It is termed authentic because
students’ knowledge and skills are
assessed in a context that

Assessme approximates the real world or real

life as closely as possible.

nt
• Requires the student
performance that models realistic
encounters in life in contrast to
taking a written test or writing an
essay.
• also called performance
 -the word alternative implies that there
is another way of assessing learning
other than the traditional or paper-
pencil test that we have been used to.
- Can be in the form of students’

Authentic
performance to display skills learned,
mastery of a process or procedure or in
the form of a product or concrete

Assessme output.
- Some examples of performance: a
student is able to dance tango, to

nt dribble the ball, to send an email, to

set up an experiment.
- Can be done also by assessing the
product of students’ learning such as
haiku composed, a pair of pants sewn,
journal entries, writing samples, art
Norm and
Criterion-
Reference
d
Assessmen
t
Criterion-
Referenced
Assessment
- We compare a students’ performance against
a criterion of success which is the
predetermined standard.
- Each students’ performance is compared
directly to the standard, without considering
how other students performed in the
assessment.
-often use “cut scores” to place students into
categories such as “basic”, “proficient”, and
“advanced”.
Example: The teacher’s intended learning
outcome is to “spell at least eighteen out of
twenty words correctly. Student A is able to
spell twenty (20 ) words correctly, Student B,
eighteen (18) words and Student C, ten words
Norm-
Referenced
Assessment
-we compare a student’s performance
with the performance of other
students, the norm group, not against
the predetermined standard.
-the composition of the norm group
depends on the assessment.
*An example is comparing the
performance of the seventh graders in
Reading in a particular school system
to the performance of nation- wide
group of the seventh graders in
Reading.
*Norm- referenced scores are
generally reported as a percentile
Norm-
Referenced
Assessment
-The meaning of a norm- referenced
score is derived from a comparison of
students’ scores against other
students’ scores while the meaning of
a criterion- referenced score is
derived from comparing students’
scores with established criterion of
success.

The norm- referenced score will not

tell you whether a student met,
exceed, or fell short of the standard of
proficiency. It is the criterion-
referenced score that will tell you
 Contextualized
and
Decontextualize
d Assessment
Contextualize
d Assessment
-The focus is on the students’
construction of functioning
knowledge
-it is the students’ performance in
their application of knowledge
and skills in the real work context
of the discipline area.
-makes use of performance-
based tasks which are authentic
in nature.
- They reflect “real- life” tasks and
require students to utilize higher
order thinking skills (Crotty, 1994;
 - Includes written exams which are suitable for
assessing declarative knowledge, and do not

Decontexualize necessarily have a direct connection to a real

life context (Biggs, 2011).
- Focuses on declarative knowledge/ and or
d procedural knowledge in artificial situations
detached from the real work context.

Assessment
*Both contextualized and decontextualized
learning and assessment have their role in
evaluating learning outcomes.
In practice, Biggs and Tang claim (2011)
decontextualized assessment has been
overemphasized compared to the place
declarative knowledge has in the curriculum.
Both declarative knowledge and real- life
application of that knowledge must be
assessed appropriately.
ESTABLISHIN
G HIGH
QUALITY
ASSESSMENT
S
1. Quality assessments are
in accordance with
contemporary view of
active learning and - This means that learners discover and
motivation. construct learning, set, plan and work to realize
their goals, associate and link new information
with existing knowledge in meaningful ways;
think critically and creatively; develop self-
monitoring skills; have positive expectations for
learning and confidence in their skills; are
enthusiastically and internally motivated to
learn; apply what they learn to real- world
situations; and communicate effectively.
(Santock, 209).
*In short, high quality assessment are
contextualized, not decontextualize.
02 03
Assessment of high quality is Assessment of high quality
valid.
-assessment is valid if measures what it is is reliable.
supposed to measure, i.e., how well the learning
outcomes have been attained. A teacher must be - Assessment is reliable when the test
true to his/ her intended learning outcome/s. produces consistent scores.
4. Assessment of high
quality is fair.

-It is fair if it assess what it is supposed to be

assessed as stated in the learning outcome
which is expected to have been taught. This is
the principle of constructive alignment in
action. Obviously, assessing learners on
something they have not been taught is unfair.
Current
Trends in
Assessme
nt
 - This means that the use of objective tests
1. Using at such as alternate response, multiple choice and
matching type is no longer adequate.

least some According to Coral Schneider, President of the

Association of American Colleges and

performance
Universities, employer say our world “I not a
multiple- choice world…. Don’t send us
graduates who only know how to solve

- based multiple- choice problems. “Instead,

Scheneider continues, “employers are asking

assessment
for what educators call a modern liberal
education, more big- picture thinking, …but
with more real- world applications.
- This does not mean that we have to set aside
the use of objective tests in assessment. Not at
all. Objective tests (traditional assessment)
complement performance- based assessment.
 - This means that the use of objective tests
2. Examining such as alternate response, multiple choice and
matching type is no longer adequate.
higher – According to Coral Schneider, President of the
Association of American Colleges and
level Universities, employer say our world “I not a

cognitive
multiple- choice world…. Don’t send us
graduates who only know how to solve

skills and multiple- choice problems. “Instead,

Scheneider continues, “employers are asking

emphasizing for what educators call a modern liberal

education, more big- picture thinking, …but

integrated with more real- world applications.

- This does not mean that we have to set aside

rather than the use of objective tests in assessment. Not at

all. Objective tests (traditional assessment)
complement performance- based assessment.
3. Using --To assess students, a current trend is to us
multiple methods- from multiple choice tests to
multiple essay, an interview, a project, a portfolio to
self- evaluation. Again it is emphasized that we
assessment have not to do away with objective tests that
measure simple recall. These tests that require

methods simple recall complement authentic

assessment tools.
4. Having
high
performance - Let us set standards high. Research says “
one’s level of performance is lower than one’s
standards level of aspiration.” It is therefore sound to
including challenge students to meet high performance.
world-class
standards
for
interpreting
 -It works if the students are involved from
5. Involving the setting of expected targets to be
students in demonstrated after instruction to checking
on their progress in the course of the
all aspects teaching- learning process and to finally
of determine the extent to which they realize
expected targets.
assessment
 -Santock (2009) and Mc Tighe (2013) says
6. Making “the evaluative criteria (such as rubrics) are
standards presented and explained at the beginning.
Models of excellence, aligned to criteria, are
and criteria shown to provide a clear “picture” of desired
public rather performance. This may eliminate students’
fear or unwelcoming attitude towards
than private assessment.
and
secretive.
 -With computers, a bank of questions can be
7. Using created which makes it possible for each
computers student to be presented with different
questions but are of equivalent standard.
as part of With computerized marking, immediate
assessment. feedback may be given to students.
Recording of assessment results and their
statistical analysis are likewise facilitated
with computers.
 Thank
You!
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