EDU106
ASSESSMENT OF LEARNING 1
DR. EDGARDO G. CANDA
Professor
CHAPTER 1
Basic Concepts in Assessment
INTRODUCTION
ASSESSMENT OF LEARNING
Focuses on the development and
utilization of assessment tools to improve the
teaching-learning process.
It emphasizes on the use of testing for
measuring knowledge, comprehension and
other thinking skills.
INTRODUCTION
ASSESSMENT OF LEARNING
As part of the overall evaluation process,
we need specifically to find out if the learners
are actually learning (changing their behavior)
as a result of the teaching.
What is ASSESSMENT?
- defined as the act or process of
collecting and interpreting information
about the student learning. ( Gabuyo,
Yonardo A., Assessment of Learning 1, 2016)
What is ASSESSMENT?
- Is a joint process that involves both
teachers and learners. ( Paler-Calmorin,
Laurentina,PhD., Assessment of Student Learning 2,
2015)
What is ASSESSMENT?
- Is a continuous process whose
primary purspose is to improve
student learning. ( Gabuyo, Yonardo A., &
Gary C Dy, Assessment of Learning II, 2016)
The difference between Norm-
referencing and criterion-referencing:
Assessment where students are compared
with each other is known as Norm-
referencing.
Assessment of learners in relation to a
particular target or level of performance is
called Criterion-referencing.
Categories of Assessment:
Formative:
is a type of assessment used to monitor the
learning progress of the students during
instruction.
GOALS:
Formative:
- To provide immediate feedback to both
student and teacher regarding the success and
failures of learning.
- To identify the learning errors that are in
need of correction;
GOALS:
- To provide teachers with information on how
to modify instruction;
- To improve learning and instruction.
Categories of Assessment:
Formative:
Examples:
-Teacher-student conference
- Observation
- Question and answer sessions
- Self check quizzes
Categories of Assessment:
Summative:
Is a type of assessment usually given at the
end of a course or unit.
GOALS:
- Provide proof of learning and assigning a
grade or defining the level of knowledge a
students has obtained.
- Decide if students have achieved mastery.
- Determine the effectiveness of instruction
Categories of Assessment:
Summative:
Examples:
1. Chapter/Unit Test
2. Midterm/Final Exam
3. Projects
4. Performances
Why do we use each assessment?
Formative Assessment:
- To improve Instruction
- To provide students’ feedback
Why do we use each assessment?
Summative Assessment:
- To measure students’ competency
When do we use each assessment?
Formative Assessment:
- It is used continuously
When do we use each assessment?
Summative Assessment:
- It is used at the end.
How students can use test results?
Formative Assessment:
- It is used for areas of improvement
How students can use test results?
Summative Assessment:
- It is used for progress of goals and
benchmark.
How teachers can use assessment
results?
Formative Assessment:
- It is used to check understanding of
content.
How teachers can use assessment
results?
Summative Assessment:
- It is used for grade-level promotion and
end unit grading.
Two Major types of Assessment:
Formal Assessment:
Formal assessments are formal
ways of finding out how much a
student has learned or improved
during the instructional period.
Two Major types of Assessment:
Formal Assessment:
Examples:
1. Examinations
2. Diagnostic Tests
3. Achievement Tests
4. Screening and intelligence tests
Two Major types of Assessment:
Informal Assessment:
Informal assessment tools are tools that
can judge and evaluate students’
performance and skill levels without
making use of standardized tests and
scoring patterns.
Two Major types of Assessment:
Informal Assessment:
Examples:
1. Projects
2. Experiments
3. Presentations
Performance-based Assessment:
- is an assessment in which students are
asked to perform real-world tasks that
demonstrate meaningful application of
essential knowledge and skills. ( Mueller, 2010)
Portfolio Assessment:
- is the systematic, longitudinal collection
of students work in response to specific,
known instructional objectives and
evaluated in relation to the same criteria.
( Ferenz, K. , 2001)
Portfolio:
- is a purposeful collection of student
work that exhibits the student's efforts,
progress and achievements in one or more
areas over a period of time. ( Ferenz, K. , 2001)
Guidelines for Effective Student
Assessment:
Effective assessment:
1. requires a clear concept of all intended
learning outcomes.
2. requires that a variety of assessment
procedures should be used.
3. requires that the instructional relevance of
the procedure should be considered.
Guidelines for Effective Student
Assessment:
Effective assessment:
4. requires an adequate sample of student
performance.
5. requires that the procedures must be fair to
everyone.
6. requires specifications of criteria for
judging successful performance.
Guidelines for Effective Student
Assessment:
7. Effective performance requires feedback to
students emphasizing strengths of
performance and weaknesses to be corrected.
8. Effective assessment must be supported by
comprehensive grading, and reporting system.
Be ready for a Chapter Test
Next Metting!!!
Thank You
