THE GREAT PLEBEIAN COLLEGE

Don Reinoso Street, Poblacion

Alaminos City, Pangasinan

ASSESSMENT OF LEARNING 1
Module 1

Cristy Grace W. Bautista, Ph.D.

Instructor

Cell No. 09398588391

 Instructions

In time of pandemic, and in the absence of face to face learning, the Great Plebeian College
come up with Alternative mode of delivery of instruction and that is the use of module. This module
allows you, the learner to continue learning despite the present situation that we are facing now. This
learning resource hopes to engage you into guided and independent learning activities. Furthermore,
this also aims to help you acquire the needed 21 st century skills while taking into consideration your
needs and circumstances. . It is designed in line with the course Assessment of Learning 1 which
provides you with meaningful opportunities for guided and independent learning at your own pace and
time. The module will be assessed independently of other modules and guided by the CHED in delivery
and assessment.

Overview

This module is intended for Education students enrolled in Assessment of Learning 1. The topics
discussed in this module are aligned with the CHED-prescribed new teacher education curriculum that is
reflective of the National Competency-Based Teacher Standards. The activities and exercises are
intended not only for drill and evaluative purposes but also for purposes of advocacy for current trends
in education.

Objectives

At the end of this module, the students should be able to:

1. show understanding on the basic concepts of assessment.

2. distinguish the different roles of assessment , and relate it to classroom

applications.

3. apply the principles of high quality assessment in the teaching-learning

process.
 TABLE OF CONTENTS

Introduction I ……………………………………………………………………………….…. 4

Discussion 1: Basic Concepts of Assessment

 Measurement ……………. ……………………………………….…….4

 Assessment . …………………………………………………………….4
 Evaluation…………..…………………………….………………………4
 Application/Learning Activities………………………………………5
 Assessment/Deliverable…………………………………………….…5

Discussion 2: Roles of Assessment in Making Instructional Decisions

 Roles of Assessment………………………………………..…………..5
 Assessment FOR, OF and AS Learning…………………………….6
 Application/Learning Activities………………………………………7
 Assessment/Deliverable……………………………………………….7

Discussion 3: Principles of High Quality Assessment

 Clarity of Learning Targets …………………………………………..8

 Appropriateness of Assessment Tools ……………………………..9
 Properties of Assessment Methods………………………………….9
 Application/Learning Activities……………………………………..10
 Assessment/Deliverable………………………………………………10
References…………………………………………………….………………………………….10
 Introduction

Assessment as part of instruction provides useful information on student

learning outcomes. The shift from course content to student learning outcomes marks
the need of high quality assessment to ensure that desired learning outcomes have
been achieved. Results of assessment can be a springboard for better educational
planning. This module gives you a clear idea about the basic concepts of assessment
and how variety of assessment tools be prepared and utilized for effective learning
outcomes. Results of assessment can be a springboard for better educational
planning.

1. Measurement is a process of quantifying or assigning number to the individual’s intelligence,

personality, attitudes and values, and achievements of the students. In the field of education, the
quantities and qualities of interest are abstract, unseen and cannot be touched and so the measurement
process becomes difficult; hence the need to specify learning outcomes to be measured. For instance,
knowledge of the subject matter is often measured through standardized test results.

1.1 Types of Measurement

a. Objective Measurements – are measurements that do not depend on the person or individual
taking the measurements. Regardless of who is taking the measurement, the same measurement
values should be obtained when using an objective assessment procedure.

b. Subjective Measurements- are measurements that are based from the perception of experts and
may vary depending on the experts perceptions.

2. Assessment- is generally used to refer to all activities teachers use to help students learn and to
gauge

student progress. It focuses on the development and utilization of assessment tools to improve the

teaching-learning process.

3. Evaluation – originates from the word “value” and so when we evaluate, we expect our process to
give
 information regarding the worth, appropriateness, goodness, validity, or legality of something for
which

a reliable measurement has been made. Evaluation is a process designed to provide information that

will help us to make a judgment about a particular situation. The end result of evaluation is to adopt,

reject or revise what has been evaluated.

3.1 Types of Evaluation

Evaluation are divided into two broad categories: formative and summative.

Formative evaluation is a method of judging the worth of a program while the program
activities

are in progress. This type of evaluation focuses on the process. The results of the formative
evaluation

give opportunities to the proponents, learners and teachers how well the objectives of the program

are being attained.

Summative evaluation is a method of judging the worth of a program at the end of the program

activities. The focus is on the result.

Applications/Learning Activities

Classify the following either as subjective or objective measurement.

_________1. Age of student in years

_________2. Test scores in mathematics

_________3. Attitude score on observation

_________4. Class participation

_________5. Area of a rectangular lot in meters

 _________6. Classroom behavior scale

_________7. Grade of project submitted

_________8. Showmanship in school play

_________9. Height of a building in meters

_________10. Perception of the effectiveness of a teacher

Assessment Task/ Deliverables

I. Differentiate each of the following pairs by explaining the meaning of each and giving examples for
further clarification.

a. Formative Evaluation and Summative Evaluation

_____________________________________________________________________________________
_____________________________________________________________________________________

b. Objective Measurement and Subjective Measurement

2. Do you think it is possible to conduct assessment without measurement? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
 The term Assessment is derived from the Latin assidere which means “to sit beside” (Wiggins,

Assessment is the process of gathering evidence of students’ performance over a period of time
to determine learning and mastery of skills. Such evidences of learning can take the forms of dialogue
record, journals, written works, portfolios, tests and other learning tasks.

1. Roles of Assessment

a. Diagnostic Assessment or Initial Assessment – this is also referred to as pre-assessment. It is

conducted prior to instruction or intervention to establish a baseline from which individual

student

growth can be measured. Diagnostic Assessment maybe done for diagnostic purposes. It is used

to determine the gaps in learning or learning processes. It aims to bridge the gaps.

b. Formative Assessment – is generally carried out throughout a course or project. It is also referred

to as “educative assessment” which is used to aid learning. It determines if a topic should be

taught again. In the context of the teaching-learning situation, the formative value of assessment is

perhaps the most important. It allows teacher to redirect and refocus the course of teaching a

subject matter.

c. Summative Assessment – is generally carried out at the end of a course or project. In an

educational

setting, summative assessments are typically used to assign students a course grade. Summative

assessments are evaluative.

d. Placement Assessment – has a vital role in determining the appropriate placement of a student
both

in terms of achievement and aptitude. Placement examinations determine if a student ‘s ability is

equivalent to a particular year level. Aptitude refers to the area or discipline where student would

most likely to excel or do well. Thus an aptitude test determines if a student would do well in
 scientific or humanities courses.

2. Assessment FOR, OF and AS Learning

The preposition “for” in assessment FOR learning implies that assessment is done to improve

the and ensure learning. This is referred to as FORmative assessment, assessment that is given
while

the teacher is in the process of student formation (learning). It ensures that learning is going on
while

teacher is in the process of teaching.

Assessment OF learning is usually given at the end of a unit, grading period or a term like a

semester. It is meant to assess learning for grading purposes, thus the term Assessment OF
Learning.

Assessment AS learning is associated with self-assessment. As the

term implies, assessment by itself is already a form of learning for the students. As students assess their
own work and or with their peers with the use of scoring rubrics, they learn on their own. At the same
time, as they engaged in self-assessment , they learn about themselves as learners and become aware
of how they learn. In short, in assessment AS learning , students set their targets, actively monitor and
evaluate their own learning in relation to their set target.
 Various Approaches to Assessment

Applications/Learning Activities

Identify the assessment role illustrated by the following:

_________1. National Career Assessment Examination

_________2. Diagnostic Test

_________3. Short Quiz

_________4. National Achievement Test

_________5. College Entrance Examination

_________6. Unit Test

_________7. Attitudinal Test

_________8. Quarterly Test

_________9. Placement Test

_________10. UPCAT

Assessment Task/Deliverables

1. Discuss the importance of formative assessment to the students and to the teacher.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Differentiate achievement from aptitude.

_____________________________________________________________________________________
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_____________________________________________________________________________________

3. Discuss the role of summative assessment in the teaching-learning process.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. Discuss comprehensively about Assessment FOR, OF and AS Learning.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

I. Principles of High Quality Assessment

1. Clarity of the learning Target- When a teacher plans for his classroom instruction, the learning
target should be clearly stated and must be focused on student learning objectives rather than
teacher activity. The learning outcomes must be Specific, Measurable, attainable, Realistic, and
Time-bound (SMART). Learning targets need to be stated in behavioral terms or terms that
denote something which can be observed through the behavior of the students.
Three Domains of educational activities
a. Cognitive Domain called for outcomes of mental activity such as memorizing, reading
problem solving, analyzing, synthesizing and drawing conclusions.
b. Affective Domain describes learning objectives that emphasize a feeling tone, an emotion,
or a degree of acceptance or rejection. Affective objectives vary from simple attention to
selected phenomena to complex but internally consistent qualities of character and
conscience.
c. Psychomotor Domain is characterized by the progressive levels of behaviors from
observation to mastery of physical skills (Simpson, 1972 as cited by Esmane,2011). This
includes physical movement, coordination, and use of the motor-skill areas.
 Criteria for Selecting Appropriate Objectives

a. The objectives should include all important outcomes of the course or subject matter
b. The objectives should be in harmony with the content standards of the state and with the
general goals of the school.
c. The objectives should be in harmony with the sound principles of learning.
d. The objectives should be realistic in terms of the abilities of the students , time and available
facilities.
Cognitive targets- as early as the 1950’s, Bloom proposed a hierarchy of educational objectives
at the cognitive level.

Skills, Competencies and Abilities Targets

Skills- refer to specific activities or task that a student can proficiently do e.g. skills in coloring, language
skills. Skills can be clustered together to form specific competencies e.g. birthday card making. Related
competencies characterize a student’s ability. Abilities can be roughly categorized into: cognitive,
psychomotor and affective abilities.

Products, Outputs, and Project Targets

Products, outputs and projects are tangible and concrete evidence of a student’s ability. A clear target
for products and projects need to clearly specify the level of workmanship of such project e.g. expert
level, skilled level, or novice level outputs.

2. Appropriateness of Assessment Tool-The type of test used should always match the instructional

objectives or learning outcomes of the subject matter posed during the delivery of the instruction.

Teachers should be skilled in choosing and developing assessment methods appropriate for

instructional decision.

Written response instruments

a. Product Rating Scales- A teacher is often tasked to rate products. Examples of products that
are frequently rated in education are book reports, maps, charts, diagrams, notebook,
essays and creative endeavors.
b. Performance Test- One of the most frequently used measurement instrument is the
checklist. A performance checklist consists of list of behaviors that make up a certain type
of performance.
 c. Oral Questioning- The traditional Greeks used oral questioning extensively as an assessment
method.
d. Observation and Self Reports –A tally sheet is a device often used by teachers to record the
frequency of student behaviors, activities or remarks. A self checklist is a list of several
characteristics or activities presented to the subject of the study.

3.Properties of Assessment Methods.

a. Validity
b. Reliability
c. Fairness-
1.Students need to know exactly what the learning targets are and what method of
assessment will be used.
2. Assessment has to be viewed as an opportunity to learn rather than an opportunity to
weed out poor and slow learners.
3. Fairness also implies freedom from teacher-stereo-typing.
d. Practicality and Efficiency- An assessment procedure should be practical in the sense that
the teacher should be familiar with it, does not require too much time and is in fact,
implementable.
e. Ethics in Assessment
Here are some situations in assessment may not be called for:
1. Requiring students to answer checklist of their sexual fantasies
2. Asking elementary pupils to answer sensitive questions without consent of their
parents.
3. Testing the mental abilities of pupils using instrument whose validity and reliability are
unknown.

Test results and assessment results are confidential results. Such should be known only by the
student concerned and the teacher.

The next ethical issue in assessment is deception. Should students be deceived? There are
instances in which it is necessary to conceal the objective of the assessment from the students in order
to ensure fair and impartial results.

Applications/Learning Activities

Discuss the importance of having a clear learning targets.

__________________________________________________________________________________

__________________________________________________________________________________
 Explain or cite examples how fairness can be applied in assessment.

__________________________________________________________________________________

__________________________________________________________________________________

Can teaching be effective without assessment? Why?

__________________________________________________________________________________

__________________________________________________________________________________

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Assessment Task/Deliverables

1. Discuss the importance of knowing the principles of high quality assessment.

2. Choose 1 principle about high quality assessment and discuss how it can be

applied in the teaching-learning process.

_____________________________________________________________________________________
_____________________________________________________________________________________

References

Navarro, Rosita L. and Santos, Rosita G. Assessment of Learning 1, Lori Mar

Publishing Inc. Cubao, Quezon City, Manila.

Santos, Rosita D., Assessment of Learninf 2. Lorimar Publishing Inc., Cubao, Quezon City, Manila.