ASSESSMENT OF LEARNING

Assessment – refers to the process of gathering, describing or quantifying information about the
student performance. It includes paper and pencil test, extended responses (example essays) and
performance assessment are usually referred to as ―authentic assessment‖ task (example presentation
of research work)

Measurement – is a process of obtaining a numerical description of the degree to which an individual

possesses a particular characteristic. Measurements answers the questions ―how much?

Evaluation - it refers to the process of examining the performance of student. It also determines
whether or not the student has met the lesson instructional objectives.

Test – is an instrument or systematic procedures designed to measure the quality, ability, skill or
knowledge of students by giving a set of question in a uniform manner. Since test is a form of
assessment, tests also answer the question ―how does individual student perform?

Testing is the method used to measure the level of achievement or performance of the learner. It also
refers to the administration, scoring and interpretation of an instrument (procedure) designed to elicit
information about performance in a simple of a particular area of behavior.

Types of Measurement
There are two ways of interpreting the student performance in relation to classroom instruction.

Norm-reference test is a test designed to measure the performance of a student compared with other
students. Each individual is compared with other examinees and assigned a score-usually expressed as
percentile, a grade equivalent score or a stanine. The achievement of student is reported for broad skill
areas, although some norm referenced tests do report student achievement for individual. The purpose
is to rank each student with respect to the achievement of others in broad areas of knowledge and to
discriminate high and low achievers.

Criterion- referenced test is a test designed to measure the performance of students with respect to
some particular criterion or standard. Each individual is compared with a pre-determined set of standard
for acceptable achievement. The performance of the other examinees are irrelevant. A student‘s score is
usually expressed as a percentage and student achievement is reported for individual skills,
 Common Characteristics of Norm-Referenced Test and Criterion-Referenced Tests

1. Both require specification of the achievement domain to be measured

2. Both require a relevant and representative sample of test items
3. Both use the same types of test items
4. Both used the same rules for item writing (except for item difficulty)
5. Both are judge with the same qualities of goodness (validity and reliability)
6. Both are useful in educational assessment

1. Typically covers a large domain of learning tasks, with just few items measuring each specific task. 1.
22. 3. 4. 4.
Differences between Norm-Referenced Tests and Criterion Referenced Tests

Norm –Referenced Tests Criterion-Referenced Tests

1. Typically covers a large domain of 1. Typically focuses on a delimited domain

learning tasks, with just few items
measuring each specific task.
2. Emphasizes discrimination among
individuals in terms of relative of level of
learning.
3. Favors items of large difficulty and
typically omits very easy and very hard
items
4. Interpretation requires clearly defined group
of learning tasks, with a relative large
number of items measuring each specific
task.
2. Emphasizes among individuals can and
cannot perform.
3. Matches item difficulty to learning tasks,
without altering item difficulty or omitting easy or
hard times
4. Interpretation requires a clearly defined and
delimited achievement domain

TYPE OF ASSESSMENT
There are four type of assessment in terms of their functional role in relation to classroom
instruction. These are the placement assessment, diagnostic assessment, formative assessment and
summative assessment.
A. Placement Assessment is concerned with the entry performance of student, the purpose
of placement evaluation is to determine the prerequisite skills, degree of mastery of the course
objectives and the best mode of learning.

B. Diagnostic Assessment is a type of assessment given before instruction. It aims to identify

the strengths and weaknesses of the students regarding the topics to be discussed. The purpose of
diagnostic assessment:
 To determine the level of competence of the students;
 To identify the students who have already knowledge about the lesson;
 To determine the causes of learning problems and formulate a plane for remedial action.
C. Formative Assessment is a type of assessment used to monitor the learning progress of the
students during or after instruction. Purpose of formative assessment:
 To provide feedback immediately to both student and teacher regarding the success and failure of
learning
 To identify the learning errors that is need of correction
 To provide information to the teacher for modifying instruction and used for improving learning
and instruction

D. Summative Assessment is a type of assessment usually given at the end of a course or unit. Purpose
of summative assessment:
 To determine the extent to which the instructional objectives have been met;
 To certify student mastery of the intended outcome and used for assigning grades;
 To provide information for judging appropriateness of the instructional objectives
 To determine the effectiveness of instruction

MODE OF ASSESSMENT

Traditional Assessment
1. Assessment in which students typically select an answer or recall information to complete the
assessment. Test may be standardized or teacher made test, these tests may be multiple-choice, fill-in-the-
blanks, true-false, matching type.
2. Indirect measures of assessment since the test items are designed to represent competence by
extracting knowledge and skills from their real life context.
3. Items on standardized instrument tends to test only the domain of knowledge and skill to avoid
ambiguity to the test takers.
4. One-time measures to rely on a single correct answer to each item. There is a limited potential for
traditional test to measure higher order thinking skills.

B. Performance assessment
1. Assessment in which students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills
2. Direct measures of students performance because task are design to incorporate contexts, problems,
and solutions strategies that students would use in real life.
3. Designed ill-structured challenges since the goal is to help students prepare for the complex
ambiguities in life.
4. Focus on processes and rationales. There is no single correct answer, instead students are led to craft
polished, thorough and justifiable responses, performances and products.
5. Involve long-range projects, exhibits, and performances are linked to the curriculum
6. Teacher is an important collaborator in creating tasks, as well as in developing guidelines for scoring
and interpretation

C. Portfolio Assessment
1. Portfolio is a collection of student‘s work specifically to tell a particular story about the student.
2. A portfolio is not a pie of student work that accumulates over a semester or year
3. A portfolio contains a purposefully selected subset of student work
4. It measures the growth and development of students.
 THE KEY TO EFFECTIVE TESTING

Objectives: The specific statements of the aim of the instruction; it should express what the students
should be able to do or know as a result of taking the course; the objectives should indicate the
cognitive level, affective level and psychomotor level of expected performance.

Instruction: It consist all the elements of the curriculum designed to teach the subject, including the
lesson plans, study guide, and reading and homework assignment; the instruction should corresponds
directly to the objectives

Assessment: The process of gathering, describing or quantifying information about the performance of
the learner; testing components of the subject; the weight given to different subject matter areas on the
test should match with objectives as well as the emphasis given to each subject area during instruction.

Evaluation: Examining the performance of students and comparing and judging its quality.
Determining whether or not the learner has met the objectives of the lesson and the extent of
understanding.

INSTRUCTIONAL OBJECTIVES
Instructional objectives play a very important role in the instructional process and the evaluation
process. It serves as guides for teaching and learning, communicate the intent of the instruction to
others and it provide a guidelines for assessing the learning of the students. Instructional objectives also
known as behavioral objectives or learning objectives are statement which clearly describe an
anticipated learning outcome.

Characteristics of well-written and useful instructional objectives

1. Describe a learning outcome
2. Be student oriented-focus on the learner not on the teacher
3. Be observable or describe an observable product
4. Be sequentially appropriate
5. Be attainable within a reasonable amount of time
6. Be developmental appropriate

Factors to Consider when Constructing Good Test

Items
A. VALIDITY is the degree to which the test measures what is intended to measure. It is the
usefulness of the test for a given purpose. A valid test us always reliable.

B. RELIABILITY refers to the consistency of score obtained by the same person when retested
using the same instrument or one that is parallel to it.
C. ADMINISTRABILITY - the test should be administered uniformly to all students so that the
scores obtained will not vary due to factors other than differences of the students‘ knowledge and
skills. There should be a clear provision for instruction for the students, proctors and even the
who will check the test or the scorer

D. SCORABILITY - the test should be easy to score, directions for scoring is clear, provide the
answer sheet and the answer key

E. APPROPRIATENESS - the test item that the teacher construct must assess the exact
performances called for in the learning objectives. The test item should require the same
performance of the student as specified in the learning objectives.

F. ADEQUACY - the test should contain a wide sampling if items to determine the educational
outcomes or abilities so that resulting scores are representatives of the total performance in the
areas measured.
G. FAIRNESS - the test should bit be biased to the examinees, it should not be offensive to any
examinees subgroups. A test can only be good if it is also fair to all test takers.

H. OBJECTIVITY represents the agreement of two or more raters or a test administrators

concerning the score of a student. If the two raters who assess the same student on the same test
cannot agree in score, the test lacks objectivity and the score of neither judge is valid, thus, lack
of objectivity reduces test validity in the same way that lack reliability influence validity.

TABLE OF SPECIFICATIONS
Table of specification is a device for describing test items in terms of the content and the
process dimensions. That is, what a student is expected to know and what he or she is expected
to do with that knowledge. It is described by combination of content and process in the table of
specification. Sample of One way table of specification in Linear Function

Content Number of Number Test Item

Class of Items Distribution
/Sessions
1. Definition of linear function. 2 4 5-8 2 4 1-4
3. 2 4 9-12 4. Equation of linear
function 2 4 13-16 5. Standard Forms of
a line 3 6 17-22 6. Parallel and
perpendicular lines 4 8 23-30 7.
Application of linear functions 5 10 31-
40 TOTAL 20 40 40

2. Slope of a line 2 4 5-8

3. Graph of linear function 2 4 9-12
4. Equation of Linear Function 2 4 13-16
5. Standard Forms of a Line 3 6 17-22
6. Parallel and Perpendicular Lines 4 8 23-30