Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
Telefax: (055) 2093657
ISO 9001:2015
Certified
PROFED 5-ASSESSMENT IN LEARNING 1
MODULE 1- NATURE AND ROLES OF ASSESSMENT
KEY TERMS IN ASSESSMENT
1. Measurement -a process of quantifying the degree to which someone/something
possesses a given trait. ie., quality, characteristic, or feature.
Example: Johnny got 38 out of 50-item test in Math
Jenny hot 80% in her second grading periodical test.
2. Assessment - process of gathering and organizing quantitative or qualitative data into an
interpretable form to have a basis for judgment or decision-making, it is a pre-requisite to
evaluation. It provides the information which enables evaluation to take place.
3. Test -an Instrument designed to measure any characteristic, quality, ability, knowledge or
skill. It comprised of Items in the area. it is designed to measure.
4. Evaluation - a process of systematic interpretation, analysis, appraisal or judgment of the
worth of organized data as basis for decision-making. It Involves judgment about the desirability
of changes in students.
5. Alternative Assessment - It refers to the use of methods other than pen-and-paper
objective test which includes performance tests, projects, portfolios, journals, and the likes.
6. Authentic Assessment - It refers to the use of an assessment method that simulate true-to-
life situations. This could be objective tests that reflect real-life situations or alternative methods
that are parallel to what we experience in real life.
PURPOSES OF ASSESSMENT
There are three interrelated purposes of assessment. A deeper and more comprehensive
understanding of these purposes will allow teachers to see if their teaching has been effective and
students can achieve the set of learning goals. A complete understanding of these purposes will
help them judge the learning process and consequently, plan for effective instruction.
1. Assessment FOR Learning - this includes three types of assessment done before
and during instruction. These are placement, formative and diagnostic. (Example: Pop
quiz, placement test, formative test, diagnostic test, etc.)
a. Placement - done prior to instruction
• Its purpose is to assess the needs of the learners to have 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
• This assessment is where teachers continuously monitor the students' level of
attainment of the learning objectives (Stiggins, 2005)
• 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 used to determine students’ recurring or persistent difficulties.
• It searches for the underlying causes of student’s learning problems that do not respond to first
aid treatment.
• It helps formulate a plan for detailed remedial instruction.
2. Assessment OF Learning - this is done after instruction. This is usually referred to as the
summative assessment. (Example: Final project, achievement test, etc.)
• 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 outcomes.
• The information from 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.
3. Assessment AS learning -may take place during or after instruction.
This allows time for both the teacher and the learners to do self-edit, reflect on their
strengths, and work in their weakness through self-reflection and self-regulation.
Example: The teacher asks the students to prepare a portfolio that features a reflection of
their learning.
The teacher provides rubrics for students to do self and peer assessment of performance.
TYPES OF ASSESSMENT
The assessment focuses on the learning outcomes. What you are looking for in the
outcomes helps you define the knowledge and skills to be assessed and accordingly guides
you to the appropriate assessment type or method to apply. The following are the different
types of assessment:
1. Placement assessment- administered to assign students into a course or program on the
basis of their personal characteristics, interests, prerequisite skills, proficiency, or prior
achievement. This is given to determine the specific needs of the learners.
2. Diagnostic assessment- form of pre-assessment where the teacher determines the
students’ knowledge and skills before taking instruction. This helps the teacher to determine the
specific needs and teaching method.
3. Formative assessment- used to monitor the students’ immediate learning progress during
instruction gauged against the intended learning outcomes of a unit of instruction.
4. Summative assessment- a comprehensive form of assessing student learning, skill,
acquisition, and academic achievement. Summative assessment may include end-of-unit or chapter
tests, comprehensive exam, standardized test, periodical tests, graded projects, final presentations,
and final essays.
5. Confirmative assessment- another form of assessment following formative and
summative assessment. Methods for conducting confirmative assessment may include the use of
checklists for desired optimal performance, rating scales, interviews, observation, and performance
tests.
6. Norm-referenced assessment- determines students’ performance relative to his/her peers
in a similar cohort or against average norm. This assessment tells whether test takers performed
better or worse than a hypothetical average student. (Example: Scholastic Assessment Tests
(SATs), standardized aptitude and achievement tests, IQ tests, and teacher-made tests that are
graded on a curve may be considered examples of norm-referenced tests.
7. Criterion-referenced assessment- measures student’s performances against a fixed set of
prespecified learning standards cut scores or other criteria. It checks the student mastery of
instructional objectives or curriculum.
8. Ipsative assessment- self-referenced assessment that allows the test-takers to track their
own progress by obtaining and interpreting data that compare their current performance and
previous performance.
9. Standardized assessment- developed by a test specialist to measure individual
achievements. This type of test is administered to a large group of students with strict adherence.
10. Non-standardized assessment- a classroom test or teacher-made test that assesses
students’ learning over a period of time or after a particular unit of study.
11. Traditional assessment- also termed as pencil-paper test. Follows a conventional method
of testing. Examples are true or false, multiple choice, fill-in-the-blank, and matching type tests.
Often used to measure mastery of facts that requires the application of low-order thinking skills.
12. Authentic assessment- involves students in real-world tasks that demonstrates
worthwhile and meaningful application of the acquired knowledge.
STANDARDS FOR TEACHER COMPETENCE IN EDUCATIONAL ASSESSMENT OF
STUDENTS
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. Teachers 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 pupil grading procedures which use pupil
assessments.
6. Teachers should be skilled 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.
