UNIT 1 activities teachers use to support student
Preliminary Concepts and Recent Trends learning and assess student progress.
3. It is a prerequisite for evaluation,
Introduction providing the necessary information for
the evaluation process to occur.
The PPST highlights the need for teachers to
master assessment strategies aligned with the ➢ Evaluation
K-12 curriculum, transitioning from traditional 1. A process of systematically interpreting,
tests to performance-based methods. Assessment analyzing, evaluating, or making
is crucial for improving learning, teaching, and
judgments about the value of organized
management, requiring continuous teacher
development. (Department of Education - data to inform decision-making.
Teacher Education Council, 2017). 2. It refers to the process of carefully
analyzing and interpreting a set of
Basic Concepts in Educational Assessment organized data or evaluating the quality
a. Measurement of students' behavior or performance.
b. Assessment 3. It involves making judgments about the
c. Evaluation need for changes in students' progress or
d. Test outcomes.
e. Testing
➢ Test
➢ Measurement 1. A tool created to assess a specific
1. A method of measuring the extent to characteristic, quality, ability,
which someone or something exhibits a knowledge, or skill.
specific trait, such as a quality, 2. It consists of items related to the area it
characteristic, or feature. is intended to measure.
2. The process of assigning numerical 3. It can vary in terms of function, content,
values to particular attributes of people, format, administration methods,
objects, or events based on predefined procedures, scoring, and interpretation.
rules to generate a ranking that indicates
how much of the attribute each ➢ Testing
individual possesses. It is defined as the process of administering tests
3. The process of quantifying what and using the results to decide whether students
students have learned through tests, are eligible for promotion to the next grade or
year level, or if they must repeat the same grade
questionnaires, rating scales, checklists,
or year level and review the same lessons.
and other assessment tools. (Calmorin, 2011)
➢ Assessment Modes of Assessment According to their Degree
1. The process of collecting and organizing of Authenticity
quantitative data into a format that can
be understood and used as a foundation Traditional
for making judgments or decisions. The objective paper-and-pen test which usually
2. It encompasses all the strategies and assesses low level of thinking.
Performance This assessment certifies students' knowledge,
A mode of assessment that requires an actual skills, and proficiency levels, indicating whether
instructional goals have been met. Results, often
demonstration of skills or creation of products of expressed as grades, are shared with students,
learning. parents, and stakeholders to inform decisions
and drive educational reforms.
Portfolio
Assessment as Learning
A process of gathering multiple indication of 1. Self-Assessment
student progress to support course goals in Students reflect on their learning and identify
dynamic, on going and collaborative progress. areas for improvement.
2. Peer Assessment
Students provide feedback to one another,
Assessment for Learning
fostering collaboration and learning.
1. Placement
3. Collaborative Assessment
Conducted before instruction, this assessment
Students work together to evaluate their
identifies students' needs, guiding teachers in
learning, promoting a shared understanding.
planning relevant lessons. It helps teachers
understand students' prior knowledge and places
Standards for Teacher Competence in
them in appropriate learning groups to enhance
Educational Assessment of Students
teaching and learning. (Developed by the American Federation of
2. Formative Teachers National Council on Measurement in
Conducted before and during instruction, this Education National Education Association)
assessment allows teachers to continuously
monitor students' progress toward learning 1. Teachers should be skilled in choosing
objectives. Results are promptly shared with assessment methods appropriate for
instructional decisions.
students, helping them understand their 2. Teachers should be skilled in developing
strengths, weaknesses, and learning progress. assessment methods appropriate for
3. Diagnostic instructional decisions.
Conducted before instruction, this assessment 3. The Teacher should be skilled in
identifies persistent learning difficulties and administering, scoring and interpreting
their underlying causes. It informs the the results of both externally-produced
and teacher-produced assessment
development of targeted remedial instruction
methods.
plans. 4. Teachers should be skilled in using
assessment results when making
Assessment of Learning decisions about individual students,
Summative Assessments planning teaching, developing
Final evaluations at the end of a unit or course, curriculum and school improvement.
5. Teachers should be skilled in developing
often standardized tests.
valid student grading procedures which
High-Stakes Assessments use student assessment.
Significant assessments with high consequences, 6. Teachers should be skilled enough in
such as college qualifying and entrance exams. communicating assessment results to
Performance-Based Assessments students, parents, other lay audiences
Evaluations requiring students to demonstrate and other educators.
skills and knowledge through practical tasks. 7. Teachers should be skilled in
recognizing unethical, illegal and
otherwise inappropriate assessment
methods and uses of assessment
information.
Users of Educational Assessment
1. Teachers
Use assessment data to inform instruction and
tailor learning experiences.
2. Students
Gain insights into their own progress, identify
areas for growth, and take ownership of their
learning.
3. Parents
Receive information about their child's academic
progress and participate in their educational
journey.
4. Administrators
Monitor school-wide performance and identify
areas for improvement in curriculum and
resources.
