Unit 1: Basic Concepts
Assessment in Learning 1
Assessment
• A process of gathering and organizing quantitative data into an
interpretable form to have a basis for judgment or decision-making.
• It refers to all activities teachers use to help students learn and to
gauge student progress.
• It refers to the full range of information gathered and synthesized
by teachers about their students and their classrooms
• It is a prerequisite to evaluate. It provides the information which
enables evaluation to take place.
Evaluation
• A process of systematic interpretation, analysis, appraisal or
judgment of the worth of organized data as a basis for decision-
making.
• It refers to the process of systematically analyzing, interpreting,
and giving judgment on the value or worth of a set of organized data
or quality if the behavior or performance demonstrated by the
learners.
• It involves judgment about the desirability of changes in students.
Measurement
• A process of quantifying the degree to which someone or
something possesses a given trait i.e. quality, characteristics or
feature.
• The assignment of numbers to certain attributes of objects,
events or people according to rules to create a ranking that
reflects how much of the attribute different people possesses.
• The quantification of what students learned through the
use of tests, questionnaires, rating scales checklists and other
devices.
Test
• An instrument designed to measure any characteristic, quality,
ability, knowledge or skill
• It consisted of items in the area it is designed to measure.
• It may vary according to function, content, form, and administration,
procedures, scoring, and interpretation.
Testing
It is defined as the administration of tests and the use of test results
to determine whether the learners can be promoted to the next
grade/year level or must be retained in the same grade/year level
and will undergo a restudy of the same lesson. (Calmorin 2011)
Measurement refers to the quantification of students’
performance and assessment as the gathering and synthesizing
of information.
Measurement answers the question of how much a student
learn or know.
Evaluation is a process of making judgments, assigning value
or deciding on the worth of students’ performance.
Assessment looks into how much change has occurred in the
students’ acquisition of a skill, knowledge, or value before and
after a given learning experience.
Purposes of Classroom Assessment
1. Assessment FOR learning
- It includes three types of assessment done before and during
instruction.
a. Placement – done prior to instruction
Its purpose is to assess the needs of the learners to have a basis
in planning for a relevant instruction
Teachers use this assessment to know what their students are
bringing into the learning situation and use this as a starting point for
instruction.
The results of this assessment place students in specific learning
groups to facilitate teaching and learning.
b. Formative – done during instruction
It is this assessment where teachers continuously monitor the
students’ level of attainment of the learning objectives.
The results of this assessment are communicated clearly and
promptly to the students for them to know their strengths and
weaknesses and the progress of their learning.
c. Diagnostic – done during instruction
This is use to determine students’ recurring or persistent difficulties.
It searches for the underlying causes of students’ learning problems
that do not respond to first aid treatment.
It helps formulate a plan for detailed remedial instruction.
(Formative – used by the teacher to guide instruction and provide feedback)
1. Teacher Observation with Feedback
o While students solve math problems in class, the teacher observes
and gives real-time feedback on their strategies and mistakes.
2. Quizzes or Practice Tests (Not Graded)
o A short quiz after a lesson helps the teacher identify what students
understand and what needs re-teaching.
3. Graphic Organizers / Concept Maps
o Students complete a concept map on a topic (e.g., ecosystems),
allowing the teacher to assess their understanding before a unit test.
2. Assessment OF Learning
This is done after the instruction. This is usually referred to as the
summative assessment
It is used to certify what students know and can do, and the level of
their proficiency or competency
Its results reveal whether or not instructions have successfully
achieved the curriculum instruction
The information from the assessment of learning is usually expressed
as marks or letter grades
The results of which are communicated to the students, parents, and
other stakeholders for decision making
It is also a powerful factor that could pave the way for educational
reforms
(Summative – evaluates and records student achievement at the end of
instruction)
1. Final Exams or Unit Tests
o A multiple-choice or essay exam that measures mastery of the course or
unit objectives.
2. Graded Projects or Portfolios
o A culminating project (e.g., a research paper or performance task) is
assessed with a rubric and contributes to the final grade.
3. Standardized Tests
o National or division-level assessments used to rank or certify students'
learning outcomes (e.g., NAT, entrance exams).
3. Assessment AS Learning
-This is done for teachers to understand and perform well their role of
assessing FOR and OF learning.
It requires teachers to undergo training on how to assess learning and be
equipped with the following competencies needed in performing their work
as assessors.
(Formative – students monitor and reflect on their own learning)
Self-Assessment Checklists
Students use a rubric to assess their own performance in a writing task and
identify areas for improvement.
Learning Journals or Reflections
Students write reflections about what they learned in a lesson and how they
can apply it.
Peer Assessment
In a group presentation, students evaluate each other using criteria set by the
class or teacher, helping them learn through feedback.
Standards for Teacher Competence in Educational
Assessment of Students
(Developed by the American Federation of Teachers National Council on Measurement in
Education National Education Association)
1. Teachers should be skilled in choosing assessment methods
appropriate for instructional decisions.
2. Teachers should be skilled in developing assessment methods
appropriate for instructional decisions.
3. The Teacher should be skilled in administering, scoring, and
interpreting the results of both externally-produced and teacher-
produced assessment methods.
4. Teachers should be skilled in using assessment results when making
decisions about individual students, planning teaching, developing
curriculum, and school improvement.
5. Teachers should be skilled in developing valid student grading
procedures that use student assessment.
6. Teachers should be skilled enough in communicating assessment
results to students, parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and
otherwise inappropriate assessment methods and uses of assessment
information.
PHYSICAL EDUCATION
Topic: Cardiovascular Endurance (Fitness Unit)
Assessment Type Description Purpose/Tool
Pre-activity fitness test (e.g., 3-minute
To gauge students’ starting fitness
step test or beep test) before the unit
For Learning begins. Teacher records heart rate
levels and identify who may need
modified activities.
recovery.
Students maintain a fitness journal,
To encourage self-monitoring and
logging their exercises, intensity, and
As Learning recovery rates. They reflect weekly on
develop responsibility for their
own fitness journey.
their improvements and set new goals.
Post-test using the same fitness test
(e.g., beep test) and a rubric for effort To assess progress and learning
Of Learning and progress, plus a written reflection outcomes from the unit.
on how their endurance improved.
MATHEMATICS – Topic: Solving Linear Equations
Assessment Type Description Purpose/Tool
Diagnostic quiz with simple linear
To identify student readiness
For Learning equations (e.g., 2x + 3 = 7) before
and common misconceptions.
the lesson begins.
Students explain their solutions to
To promote reflection and
peers during pair work and write a
As Learning deepen understanding
math journal entry: “What steps
through communication.
helped me solve equations better?”
End-of-unit test with word problems
requiring equation solving and a To measure mastery of
Of Learning
rubric for procedural accuracy and solving linear equations.
problem-solving strategy.
SOCIAL STUDIES (Araling Panlipunan)
Topic: Effects of Spanish Colonization in the Philippines
Assessment Type Description Purpose/Tool
Use a KWL Chart to explore what
To guide instruction based on
students already know about
For Learning students’ prior knowledge and
Spanish colonization and what
curiosity.
they want to know.
During the unit, students write
To encourage students to
weekly journal entries on how
reflect critically and build
As Learning colonization influenced Filipino
personal connections to the
culture, economy, or religion,
topic.
using prompts.
Students create a group
To evaluate both content
multimedia presentation showing
understanding and
Of Learning positive and negative effects of
collaboration/presentation
colonization, using a performance
skills.
rubric.
