●​ Information from summative assessments can be used formatively when students

Reviewer – 1st Exam or faculty use it to guide their efforts and activities in subsequent courses.
Assessment Learning 1 - EDUC105 ●​ are given periodically to determine at a particular point in time what students know
and do not know.
LESSON 1 ●​ are means to gauge, at a particular point in time, student learning relative to
NATURE AND ROLES OF ASSESSMENT content standards.
●​ Many associate summative assessments only with standardized tests such as
ASSESSMENT state assessments, but they are also used at and are an important part of district
●​ The systematic and ongoing process of gathering, analyzing, and using information and classroom programs.
from multiple sources to draw inferences about the characteristics of students, ●​ Summative assessment at the district/classroom level is an accountability measure
programs, or an institution for the purpose of making informed decisions to improve that is generally used as part of the grading process.
the learning process” (Linn & Miller, 2005). ●​ Information that is gleaned from this type of assessment is important, it can only
help in evaluating certain aspects of the learning process.
❖​ Are we teaching what we think we are teaching? ●​ Because they are spread out and occur after instruction every few weeks, months,
❖​ Are students learning what they are supposed to be learning? or once a year, summative assessments are tools to help evaluate the
❖​ Is there a way to teach the subject better? effectiveness of programs, school improvement goals, alignment of curriculum, or
student placement in specific programs.
●​ It refers to a variety of tasks by which teachers collect information regarding the ●​ Summative assessments happen too far down the learning path to provide
performance and achievement of their students (Gronlund, 2006). information at the classroom level and to make instructional adjustments and
●​ It has two main purposes: interventions during the learning process.
➔​ Certification (summative,evaluation)
➔​ Student learning (formative) FORMATIVE ASSESSMENT
●​ When assessment is successful, these two functions need to overlap (Carless, ●​ Also referred to as classroom assessment or ASSESSMENT FOR LEARNING
2007). ●​ Primary goal: to monitor student learning to provide ongoing feedback that can be
●​ It is a process by which information is obtained relative to some known objective or used by instructors to improve their teaching and by students to improve their
goal. learning.
●​ It can be implicit or explicit.
●​ It determines whether or not an objective or goal has been attained. Formative assessments:
●​ It stipulates the condition by which the behavior specified in an objective may be ❖​ help students identify their strengths and weaknesses and target areas
ascertained. that need work (pre-assessment/diagnostic assessment)
●​ It is the process of describing, collecting, recording, scoring, and interpreting ❖​ help faculty recognize where students are struggling and address
information about learning. problems immediately.

SUMMATIVE ASSESSMENT ●​ Formative assessments are generally low stakes, which means that they have low
●​ It is also called ASSESSMENT OF LEARNING or no point value. In basic education, formative assessments are recorded but not
●​ Summative assessments are often high stakes, which means that they have a high graded.
point value. ●​ is part of the instructional process. When incorporated into classroom practice, it
provides the information needed to adjust teaching and learning while they are
Examples of Summative Assessments include: happening.
1.​ A midterm exam
2.​ A final project Examples of formative assessments include asking students to:
3.​ A paper 1.​ draw a concept map in class to represent their understanding of a topic.
4.​ A senior recital 2.​ submit one or two sentences identifying the main point of a lecture.
5.​ State assessments (NAT, Board Exams) 3.​ turn in a research proposal for early feedback.
6.​ End of unit or chapter tests
7.​ End of term or semester exams ●​ Formative assessment as "practice.“
 ●​ We do not hold students accountable in "grade book fashion" for skills and 1.​ Nature of Assessment
concepts they have just been introduced to or are learning. We must allow for A.​ Maximum Performance - Aptitude, achievement; NAT, NCAE, CSAT
practice. B.​ Typical Performance - attitude, interest, and personality inventories;
●​ Formative assessment helps teachers determine next steps during the learning observation; peer appraisal.
process as the instruction approaches the summative assessment of student
learning. 2.​ Format of Assessment
●​ A good analogy for this is the road test that is required to receive a driver's license. A.​ Fixed-choice test - MCQ, matching type, T or F
●​ Formative assessment has students involved. If students are not involved in the B.​ Complex-performance assessment - hands-on lab experiments, essay,
assessment process, formative assessment is not practiced or implemented to its oral presentation, projects.
full effectiveness.
●​ Students need to be involved both as assessors of their own learning and as 3.​ Use in Classroom Instruction
resources to other students. A.​ Placement - learning style, MI
●​ Involvement in and ownership of their work increases students' motivation to learn. B.​ Diagnostic - strengths & weaknesses, basis for remediation
●​ This does not mean the absence of teacher involvement. To the contrary, teachers C.​ Formative - tracks progress, corrects misconceptions, reinforces
are critical in identifying learning goals, setting clear criteria for success, and learning, muddiest point
designing assessment tasks that provide evidence of student learning. D.​ Summative - end-of-course achievement
E.​ Interim - aid in decision making
TEST
●​ Defined as an instrument or tool used to make the measurement (Morrow et al., 4.​ Methods of Interpreting Results
2011) A.​ Criterion-referenced - competency-based, teacher-made tests
●​ This tool can be written, oral, physiological, or can be a mechanical device. B.​ Norm-referenced - relative to a group, standardized tests
●​ Analyze and interpret information about a learner’s performance (teacher corrects TYPES OF TESTS
the reading test, analyzes which questions were difficult for learners, how different
learners performed and how the whole class performed) ●​ Non-standardized - teacher-made
●​ May be administered formally or informally ●​ Standardized - test-specialists, validated and item-analyzed
●​ It is composed of items, either in question or statement forms
●​ May be standardized (high stakes) or not. ●​ Objective test - specific convergent response (MCQ, T or F, Matching)
●​ It is limited in its ability to assess all information. ●​ Subjective test - elicits varied response (essay)

MEASUREMENT ●​ Supply test - essay, completion, short-answer

●​ Define as the act of assessing (Morrow, Jackson, Disch, & Mood, 2011) ●​ Fixed-response test - select from options
●​ Get objective information about learners’ performance (students take a reading
test) ●​ Individual - one-on-one
●​ Entails quantification ●​ Group test - administered to a group
●​ Would be raw scores, percentile ranks, standard scores, etc.
●​ answers the question, “How much?” ●​ Mastery test - particular skill, criterion-based
●​ Survey test - broad range, norm-reference
EVALUATION
●​ Defined as a statement of quality, goodness, merit, value, or worthiness about ●​ Speed test - speed and accuracy (alertness test, uniform difficulty)
what has been assessed (Morrow et al., 2011). ●​ Power test - accuracy over speed (similar to scale test, increasing difficulty)
●​ Evaluation involves making decisions.
●​ Make decisions based on information about a learner’s performance (teacher gives ●​ According to mode of response
learners a grade based on their performance on the reading test)\ 1.​ Oral test - Minimally discriminatory, more inclusive
●​ It helps us make a judgement about a given situation 2.​ Written test - broader scope, anxiety issues
●​ Entails comparison between what was intended and what was obtained. 3.​ Performance test - demonstrative, multidimensional; problem-based
learning, inquiry tasks, exhibits, presentations
TYPES OF ASSESSMENT 4.​ Non-verbal test - involve patterns of numbers, drawings, or physical
objects.
 ●​ According to nature of answer
1.​ Personality tests - ascribed interests/beliefs
2.​ Achievement tests - acquired concepts & knowledge throughout
schooling
3.​ Aptitude tests - predicts success in specific fields/career paths
4.​ Intelligence Tests - IQ test (Binet & Simon); Sternberg’s Triarchic Theory
of Intelligence test [analytic, practical, & creative]; mental
age/chronological age.
5.​ Sociometric test - interpersonal relationship
6.​ Trade or vocational test - competence in a particular occupation
7.​ Prognostic test - predicts how well a person is likely to do in a task
8.​ Preference test - measures vocational or avocational interest or
aesthetic judgment.
9.​ Accomplishment test - achievement in specific subject in the curriculum
10.​ Psychological test - measures interest, intelligence, attitudes, and
abilities.

MODES OF ASSESSMENT

1.​ Traditional assessment - choose from options; only one correct answer
2.​ Alternative assessment - create original response; variety of responses or
products
3.​ Performance-based assessment - authentic and real-life
4.​ Portfolio assessment - purposeful collection of student work; reflection
PRINCIPLES OF ASSESSMENT 12.​ Assessment draws from multiple sources of information. To
demonstrate effective learning and instruction, multiple pieces of evidence
1.​ Assessment is related to specific learning objectives. must be procured.

2.​ Its design should result in an individual's growth. 13.​ Transparency in the assessment process is a requirement. It leads to
informed decisions both by the teachers and the learners. It entails
3.​ Provisions for feedback is a must. proactive planning of assessment activities.

4.​ Students must be actively involved in assessing their own learning. 14.​ Assessment should focus on what is right rather than what is wrong.
Students can learn as much from what they did right as what they did
5.​ Results shall be the basis for revisiting the institutional goals and wrong
objectives.
15.​ Assessing student work as a photo album—not as a single
6.​ Assessment is part of the teaching-learning process, and because snapshot—may provide a richer sense of what students have learned.
faculty are responsible for designing curricula and pedagogies, faculty Balanced assessment suggests that you use a “photo album” rather than a
should have lead responsibility for designing appropriate assessment “photograph” approach to monitoring, assessing, and evaluating student
processes. progress.

7.​ You must have a clear purpose for why you are assessing (hint: it
shouldn’t be because an accreditor told you!). The assessment results
may contribute to changes in learning goals, curriculum, and teaching
methods.

8.​ Assessment must be viewed as a tool to help you become an even

better teacher instead as a mandate from some bureaucratic agency.
Assessment is needed for improvement and for accountability.

9.​ If a course grade is a mosaic, then each assessment is a tile. A mosaic

with just a few tiles only presents a part of the picture. The integration of
frequent formative assessments help students develop more agency
over their own learning.

10.​ Formative assessment is most valuable when it addresses student

understanding, progress toward competencies or standards, and
indicates concepts that need further attention for mastery.

11.​ Assessment that consists of seeing how well the students have
memorized material, or how well they can regurgitate it, are not all that
useful. This means that the big final exam assesses how good a person is
in passing an exam, but not necessarily the actual competence.
 LESSON 2 PRINCIPLES OF HIGH QUALITY ASSESSMENT
FACTORS INFLUENCING TEST CONSTRUCTION ​
AND TEST PERFORMANCE

FUNCTIONS OF TESTING
1.​ Instructional Functions
a.​ Tests facilitate the clarification of meaningful learning objectives.
b.​ Tests provide feedback to the instructor and the student.
c.​ Tests can motivate learning.
d.​ Tests can facilitate learning. (successful relearning)
e.​ Tests are useful means of overlearning.

2.​ Administrative Functions

a.​ Tests provide a mechanism of quality control.
b.​ Tests facilitate better classification and placement decisions.
c.​ Tests can increase the quality of selection decisions.
d.​ Tests can be a useful means of accreditation, mastery or
certification.

3.​ Research and Evaluation

a.​ Tests are useful for program evaluation and research. (impact
studies, tracers)

4.​ Guidance Functions

a.​ Tests can be of value in diagnosing an individual's special
aptitudes and abilities.

FACTORS INFLUENCING TEST CONSTRUCTION

1.​ Skills in test construction
2.​ Appropriateness of the test
3.​ Test quality
a.​ Avoid clues and ambiguity
b.​ Possess discriminatory capacity
c.​ Sufficient length
d.​ Ascending difficulty

FACTORS INFLUENCING TEST PERFORMANCE

1.​ Mental/Physical state

2.​ Degree of test anxiety
3.​ Preparation
4.​ Study Skills
5.​ Test taking skills
THE REMEMBER (Knowledge) ➢​ Create wanted signs that contain the description of a line,
●​ The learner can recall information and retrieve relevant knowledge from ray, line segment, parallel lines and perpendicular lines.
long-term memory.
●​ Ability to memorize, recall, or otherwise repeat information presented Comprehension/Understanding
earlier. ❖​ Translate a story problem into an algebraic equation. (Interpreting)
❖​ Draw a diagram of the digestive system. (interpreting)
Example of Verbs: ❖​ Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
❖​ Identify (Interpreting)
❖​ Retrieve ❖​ Name a mammal that lives in your area. (Exemplifying)
❖​ Recall ❖​ Label numbers odd or even. (Classifying)
❖​ Name ❖​ Figure out the meaning of an unfamiliar term from the context.
❖​ Enumerate (Inferring)
❖​ List ❖​ Predict the next three numbers in the given arithmetic sequence.
➢​ Define a line segment, ray line, line, parallel lines, and (Inferring)
perpendicular lines. ❖​ Explain how the heart is like a pump. (Comparing)
❖​ Draw a diagram explaining how air pressure affects the weather.
Recognizing (Explaining)
❖​ Identify frogs in a diagram of different kinds of amphibians. ❖​ Provide details that justify why the French Revolution happened
❖​ Find an isosceles triangle in your neighborhood. when and how it did. (Explaining)
❖​ Name three 19th century women English authors. ❖​ Describe how interest rates affect the economy. (Explaining)
❖​ Match the word with the parts of the picture of a sewing machine. ❖​ Explain in your own words the stages in the life cycle of a butterfly.
(Restating/Paraphrasing)
Recalling
❖​ Write the multiplication facts. THE APPLY
❖​ Reproduce the chemical formula for carbon tetrachloride. ●​ The learner can use information to undertake a procedure in familiar
situations or in a new way.
THE UNDERSTAND ●​ Carrying out or using a procedure through executing or implementing.
●​ The learner can construct meaning from oral. Written, and graphic
messages Example of Verbs
●​ Getting the meaning of a statement; deriving an idea out of given ❖​ Carry out
information; expressing information to another form ❖​ Implement
❖​ Use
Example of Verbs: ❖​ Solve
❖​ Interpret ➢​ Make a comic strip to show how line, line segments and
❖​ Paraphrase rays feel about each other using their definitions.
❖​ Translate
❖​ Represent Application/Applying
❖​ Summarize ❖​ Add a column of two-digit numbers. (Executing)
❖​ Illustrate ❖​ Orally read a passage in a foreign language. (Executing)
❖​ Describe ❖​ Have a student open house discussion. (Executing)
❖​ Rewrite ❖​ Design an experiment to see how plants grow in different kinds
❖​ Compose ❖​ of soil. (Implementing)
❖​ Proofread a piece of writing. (Implementing)
 ❖​ Create a budget. (Implementing) THE EVALUATE
❖​ If x = 3, evaluate 5x2 – 5x + 5. (Finding the value thru a formula) ●​ The learner can make judgements and justify decisions.
●​ Judge the value of an idea, object, or material.
THE ANALYZE ●​ Generate criteria, standards, and procedures.
●​ The learner can distinguish between parts and determine how they relate ●​ Judge accuracy, adequacy, appropriateness, cohesiveness, consistency,
to one another, and to the overall structure and purpose. credibility, correctness.
●​ Separate material or concept into parts to better understand the whole. Example of Verbs:
●​ Determine how the parts relate to one another or how they interrelate or ❖​ Give pros & cons
how the parts relate to an overall structure or purpose. ❖​ Test
❖​ Access
Example of Verbs: ❖​ Judge
❖​ Compare and contrast ❖​ Support
❖​ Classify ❖​ Monitor
❖​ Analysis ❖​ Weight
❖​ Outline ❖​ Critique
❖​ Predict ❖​ Recommend
❖​ Categorize ➢​ Can lines be both perpendicular and parallel? Explain.
❖​ Deconstruct
❖​ Generalize Evaluation/Evaluating
❖​ Conclude ❖​ Listen to a political speech and make a list of any contradictions
❖​ Match within the speech. (Checking)
➢​ Draw and classify the given shapes according to their ❖​ Review a project plan to see if all the necessary steps are
lines. included. (Checking)
❖​ Judge how well a project meets the criteria of a rubric. (Critiquing)
Analysis/Analyzing ❖​ Choose the best method for solving a complex mathematical
❖​ Identify the insignificant information from a math word problem. problem.
(Differentiating) ❖​ Select the best approach among a given list of options. (Critiquing)
❖​ Draw a diagram showing the major and minor characters in the ❖​ Justify your stance on a given issue. (Justifying)
novel. ❖​ Assess the correctness of the solution to math problems.
❖​ (Differentiating) (Judging)
❖​ Make a chart of often-used figurative devices and explain their
effect. (Organizing) THE CREATE
❖​ Illustrate the ways plants and animals in your neighborhood ●​ The learner can put elements together to form a functional whole, create a
interact with each other. new product or point of view.
❖​ (Organizing)
❖​ Determine the point of view of the author about a local issue. Example of Verb:
(Attributing) ❖​ Generate
❖​ Determine a character’s motivation in a novel or short story. ❖​ Design
(Attributing) ❖​ Produce
❖​ Hypothesize about the perspective of political candidates on social ❖​ Compose
issues. (Attributing) ❖​ Invent
❖​ Construct
❖​ Make
 ❖​ Devise ●​ Knowledge about cognitive tasks, including appropriate contextual and
❖​ Plan conditional knowledge.
➢​ Create an abstract painting that includes 4 points, 2 ●​ Self-knowledge
parallel lines, 6 line segments and 4 rays.

Synthesis/Creating SIX FACETS OF UNDERSTANDING BY WIGGINS AND MCTIGHE

❖​ Put parts together to form a coherent or unique new whole
❖​ Sample verbs: construct, propose, design, assemble, produce, ●​ Have Perspective
prepare, formulate, recommend ❖​ Insightful point of view
❖​ Prepare a portfolio showing improvement in writing skills. ❖​ Create new theories
(Producing) ❖​ Confront alternative viewpoints
❖​ Propose an action plan to resolve the pollution problem in the
river. ●​ Have Self-Knowledge
❖​ (Planning) ❖​ Know one’s ignorance/prejudice
❖​ Put on a play based on a chapter from a novel. (Producing) ❖​ Question our views
❖​ Make a storyboard for a multimedia presentation on insects.
(Planning) ●​ Can Interpret
❖​ List some options for improving race relations in the school. ❖​ Provide meaning
(Generating) ❖​ Story-telling
❖​ Show significance
FACTUAL
●​ The basic elements students must know to be acquainted with a discipline ●​ Can Explain
or solve problems in it. ❖​ Clearly explain how things work, what they imply, how are they
●​ Knowledge of terminology. connected
●​ Knowledge of specific details and elements. ❖​ Theories and illustrations

CONCEPTUAL ●​ Can Apply

●​ The interrelationship among the basic elements within a larger structure ❖​ Use in new contexts
that enable them to function together. ❖​ Performance-based
●​ Knowledge of classifications and categories.
●​ Knowledge of principles and generalizations. ●​ Can Emphatize
●​ Knowledge of theories, models, and structures. ❖​ Get inside another person’s feelings
❖​ Change of heart
PROCEDURAL
●​ How to do something, methods of inquiry, and criteria for using skills,
algorithms, techniques, and methods.
●​ Knowledge of subject-specific skills and algorithms.
●​ Knowledge of subject-specific techniques and methods.

METACOGNITIVE
●​ Knowledge of cognition in general as well as awareness and knowledge of
one’s own cognition.
●​ Strategic knowledge