PC-117: Educational Assessment

Alignment between ILOs, Teaching Methods, and Assessment

ILO = Intended Learning Outcomes

In effective curriculum design, alignment means ensuring that:

1.​ Intended Learning Outcomes (ILOs) clearly define what students should know,
understand, and be able to do by the end of a course or program.​

2.​ Teaching and Learning Activities (TLAs) are structured to help students achieve those
outcomes.​

3.​ Assessment Tasks (ATs) are designed to measure whether and how well students
have achieved the ILOs.​

Example of Alignment:
ILO Teaching Activity Assessment Method

Students will be able to analyze Group discussions and Policy analysis report or
educational policy documents. document analysis critical essay.
sessions.

Students will be able to apply Hands-on sessions using Data interpretation

statistical methods to educational statistical software. assignment or exam.
data.

why alignment is important:

1.​ Ensures Clarity of Purpose​

2.​ Improves Learning Effectiveness​

3.​ Enables Fair and Transparent Assessment​

4.​ Supports Curriculum Development and Review​

5.​ Encourages Reflective Teaching​

 6.​ Enhances Student Motivation and Engagement​

7.​ Supports Accreditation and Quality Assurance

Test

Definition:​
A test is a short tool used to check what a student knows or can do, usually on a specific topic
or skill.

Example:​
A 10-mark quiz on English grammar (like present tense rules) is a test.

Examination

Definition:​
An examination is a bigger and more formal type of test that covers a wide range of topics.
It’s usually taken at the end of a term.

Example:​
The HSC final exam covering all subjects is an examination.

Measurement

Definition:​
Measurement means giving a number or score to a student’s performance.

Example:​
If a student gets 18 out of 20 in a math test, that score is a measurement of their performance.

Assessment

Definition:​
Assessment is a process of collecting information about learning to understand and improve it.
It can include tests, assignments, observations, etc.

Example:​
A teacher checks a student’s class participation, homework, and quiz results to see how
well the student understands.
Evaluation

Definition:​
Evaluation means judging the value or quality of something based on the results of
assessment.

Example:​
If a teacher says, “This student is ready for the next class,” that's an evaluation based on test
results and class performance.

Quick Summary Chart:

Term Key Idea Example

Test Small tool to check knowledge Quiz on present tense

Examination Formal test on large content HSC exam

Measurement Giving score/number 18 out of 20

Assessment Collecting info about learning Homework + quiz + observation

Evaluation Making a judgment or decision Promoting student to next class

Diagnostic Assessment

Definition:​
This is done before teaching starts to find out a student's existing knowledge, strengths, and
learning difficulties.
Example:​
Before starting a grammar chapter, the teacher gives a pre-test to see what students already
know about verbs.

Formative Assessment

Definition:​
This is done during the learning process to give feedback and help students improve.

Example:​
While teaching paragraph writing, the teacher checks students' drafts and gives tips to
improve — this is formative assessment.

Summative Assessment

Definition:​
This is done after teaching is finished to judge how much a student has learned.

Example:​
The final exam at the end of the semester is a summative assessment.

Evaluative Assessment

Definition:​
Evaluative assessment is used to judge the overall effectiveness of a course, teaching
method, or curriculum — not just student performance.

Example:​
At the end of a school year, the school collects feedback and test results to evaluate whether
their new teaching strategy was successful.
Quick Summary Chart:
Type of When It's Done Purpose Example
Assessment

Diagnostic Before teaching To find out prior knowledge Pre-test before new
topic

Formative During learning To guide learning and give Checking paragraph

feedback drafts

Summative After instruction To measure final learning Final exam or project

ends outcome

Evaluative After a To judge quality of Reviewing course

course/program teaching/program effectiveness

Conditions for Formative Assessment:

1.​ It must be ongoing​

​
​
Formative assessment happens during the learning, not just once.​
Example: Weekly writing practice with teacher comments.​
​

2.​ Provides timely and specific feedback​

​
​
Students should get quick feedback that clearly shows what they did well and what to
improve.​
Example: “Good topic sentence, but add more details in the middle.”​
​

3.​ Used to improve learning, not to grade​

​
​
The goal is growth, not marks or final judgment.​
Example: A teacher reads students' rough drafts and helps them revise without grading
yet.​
​
4.​ Involves student participation​
​
​
Students take part in the process — through peer review, self-assessment, or
reflection.​
Example: Students mark their own work using a checklist.​
​

5.​ Adjusts teaching based on results​

​
​
The teacher uses the results to change teaching methods or reteach if needed.​
Example: If most students didn’t get the concept, the teacher revisits the topic in a
different way.​
​

6.Focuses on learning goals (ILOs)​

​
​
Formative assessment must be clearly linked to the intended learning outcomes.​
Example: If the goal is to write a narrative, the assessment checks story elements, not
grammar only.

7.Helps monitor the learning process continuously

Formative assessment allows both the teacher and the student to see how
learning is progressing step by step. It makes it easier to identify gaps early
and act before it’s too late.​
Example: Weekly classwork checks show which students need extra help with a
concept.

8.Must be flexible and adaptable

Formative assessment should not follow a fixed format. It needs to be adaptable to

different students’ needs, learning styles, and classroom situations.​
Example: If a class struggles with a writing topic, the teacher might shift from
individual tasks to group work for better support
Purpose of Assessment-Assessment of learning, Assessment for learning

A truly formative assessment is one that guides learning, gives constructive feedback, involves
students actively, and helps both teacher and student adjust actions to improve performance —
not just judge it.

Purpose of Assessment focusing on:

●​ Assessment of Learning​

●​ Assessment for Learning​

●​ Assessment as Learning

1. Assessment of Learning (AoL)

●​ Why: To measure and certify what students have learned at the end of a course or unit.​

●​ What: Usually summative assessments like final exams, standardized tests, or

end-of-term projects.​

●​ How: Through tests, exams, or large-scale assessments that judge student

achievement against standards or benchmarks.​

Example: Final exam results that determine if a student passes a course.

2. Assessment for Learning (AfL)

●​ Why: To support and improve learning as it happens.​

●​ What: Formative assessments such as quizzes, discussions, and teacher feedback

used during the learning process.​

●​ How: Through ongoing feedback, self-assessment, peer assessment, and teacher

observations that guide teaching and learning.​

Example: Teacher giving feedback on a draft essay to help students improve before the final
submission.
3. Assessment as Learning (AaL)

●​ Why: To help students become active learners who monitor and regulate their own
learning.​

●​ What: Self-assessment and reflection activities that encourage students to think about
their own learning process.​

●​ How: Students set goals, reflect on progress, and adjust strategies to improve
understanding and skills.​

Example: Students keeping a learning journal to reflect on their strengths and areas to improve.

Balanced Approach: Traditional and Reconfigured Assessment

Aspect Traditional Assessment Reconfigured Assessment (Balanced)

Focus Mainly Assessment of Integrates Assessment for, of, and as

Learning Learning

Purpose Grading, certification Supporting learning, guiding instruction,

self-regulation

Timing Mostly end-of-term Continuous and ongoing throughout learning

Methods Exams, tests Mix of tests, feedback, self and peer

assessment

Teacher Judge of learning Facilitator and coach

Role

Student Passive recipient Active participant in their own learning

Role

Connection Between Educational Policy and Learning Outcomes

1.​ Educational Policy is Like a Plan or Goal​

●​ It says what the country or school wants students to learn and be able to do.​
●​ Example: “All students should learn how to read well.”​

2.​ Curriculum is Made Based on the Policy​

●​ The curriculum shows what topics and skills students will study to reach the policy goals.​

●​ Example: A reading curriculum will include learning how to recognize letters, words, and
sentences.​

3.​ Learning Outcomes Show Clear Targets​

●​ Learning outcomes explain exactly what students should be able to do after learning.​

●​ Example: “Students can read simple stories and answer questions.”​

4.​ Teachers Use Learning Outcomes to Teach and Test​

●​ Teachers plan lessons and tests to help students reach these learning targets.​

●​ Example: Teachers give reading exercises and quizzes on stories.​

5.​ Results Help Improve the Policy​

●​ Test results show if students are learning well. If not, the policy or teaching plans can be
changed.​

●​ Example: If many students can’t read well, the government may make a new reading
program.
Curriculum Process: Aims, Goals, Objectives, Learning Outcomes

1.​ Aims​

●​ These are the broad, general purposes of education.

●​ Aim gives us direction and purpose
●​ express the overall vision
●​ Not measurable
●​ It’s the Highest and overarching desire
●​ Long time process​

●​ Example: developing natural environment​

2.​ Goals​

●​ Goals are more specific than aims

●​ They break down aims into clearer targets.
●​ It is measurable
●​ One can achieve it in a fixed time frame.
●​ It’s more concrete and realistic​

●​ Example: lower the rate of carbon dioxide by 30% within 5 years.​

3.​ Objectives​

●​ Objectives are clear,highly specific statements about what learners should know or
do.
●​ It’s measurable
●​ Has fixed timeframe
●​ Short term basically
●​ They guide teaching and help in planning lessons.​

●​ Example: Like connecting 500 solar panels within a year.​

4.​ Learning Outcomes​

 ●​ Learning outcomes are detailed, measurable descriptions of what students should
achieve by the end of a lesson or course.
●​ In short what output a student can deliver per the input he consumes.​

●​ They show exactly what the student can do, know, or feel.​

●​ Example: like after the whole math lesson ,a student is expected to apply formulas to
solve mathematical problems.

Original Bloom’s Taxonomy (1956) — Cognitive Domain Levels

Knowledge​
Recall of facts and basic concepts​

Comprehension​
Understand meaning and interpret information​

Application​
Use information in new situations​

Analysis​
Break information into parts to explore relationships​

Synthesis​
Combine parts to form a new whole.​

Evaluation​
Make judgments based on criteria

Example of Bloom’s in Action

Remember – List 5 basic traffic signs.​

Understand – Explain what the red light means.​

Apply – Show how to cross a road using the rules.​

Analyze – Compare traffic rules in your city and another city.​

Create – Design a poster showing safe road crossing steps.​

Evaluate – Judge which traffic rule is most important and why.

Level Meaning in Easy Action Words Easy Real-Life Example

Words (Verbs)

1. Knowledge Remembering facts list, define, name, A student lists all the
(Remember) and information recall countries in South Asia
exactly as learned. from memory.

2. Comprehension Explaining ideas in explain, Explaining to a friend what

(Understand) your own words. summarize, photosynthesis means
describe, classify without reading the book.

3. Application Using what you solve, use, Using the formula area =
(Apply) learned in a new but demonstrate, length × width to find the
similar situation. operate area of your new table.

4. Analysis Breaking information compare, Reading a news article

(Analyze) into parts and finding differentiate, and separating fact from
relationships. categorize, opinion.
examine

5. Synthesis Putting different ideas design, invent, Writing your own short
(Create) together to make compose, develop story by mixing characters
something new. from two different stories.

6. Evaluation Judging something’s judge, assess, Deciding which mobile

(Evaluate) value based on facts justify, criticize phone is better after
and criteria. comparing their features.