Assessment in Learning 1

Unit 1: Preliminary Concepts and Recent Trends

Introduction

The Philippine
Professional Standards
for Teachers
(PPST) provides that
teachers in the basic
education in the country
must master the process
of designing, selecting,
organizing and using
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements
(Department of Education -
Teacher Education
Council, 2017). This
made assessment of
learning and reporting of
learners’ performance
critical domains in
evaluating teachers’ performance. In fact, the way teachers assess learners’
performance have drastically changed since the
transition to K-12 Curriculum- from written tests driven grades to
performancebased assessment but still keeping the foundations of traditional
assessment. The PPST reminds teachers to continually develop themselves in
terms of their knowledge and skills in assessment. Assessment is one critical
element of decision making among teachers. It is in the results of our assessment
of our learners, be it summative or formative, that we draw decisions for the
improvement of learning, our teaching methodologies, and even in school
management decisions. In this module, as pre-service teachers, you will be
oriented on the basic concepts of assessment and of the recent trends in
assessment. This will provide you a strong foundation for the next units.

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Assessment in Learning 1

Understanding the terms, uses and types of assessment will provide you a
framework towards your understanding of the next units.

Learning Outcomes
At the end of this unit, you are expected to:
a. explain the basic concepts and principles in educational assessment;
b. discuss on the role of assessment in making instructional decisions to
improve teaching and learning; and
c. reflect on and discuss the applications and implications of assessment to
teaching and learning.

Activating Prior Knowledge

Concept Attainment. Shown in the box below are words which relates to
the different fields in education. If you think the word is related to the
field, write it in the space provided. This activity will help you build a
concept of our subject, Assessment in Learning, which is distinguishable
from other areas of professional education.

Educational Teaching Profession Principles of Assessment in

Technology Teaching Learning

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Assessment in Learning 1

Topic 1. Basic Concepts

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate the different terms such as test, measurement, assessment and
evaluation;
2. Identify the different modes of assessment according to authenticity;
3. Classify the different types of assessment according to purpose; and

Presentation of Content Basic Concepts 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 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.
Assessment
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Assessment in Learning 1

• A process of gathering and organizing quantitative data into an

interpretable form to have a basis for judgment or decisionmaking.
• 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 perquisite 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 basis for
decisionmaking
• 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
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
• It may vary according to function, content, form, administration,
procedures, scoring and interpretation.
Testing
Is defined as the administration of test and 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 how much does 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 on the
students’ acquisition of a skill, knowledge or value before and after a
given learning experience.
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Assessment in Learning 1

Evaluation answers the question how good, adequate or desirable it

is?

Modes of Assessment According to their Degree of Authenticity

MODE DESCRIPTIO EXAMPLES ADVATAGE DISADVANTAGE
N S S
Traditional The objective 1.1. The scoring is 1.
paper-and-pen test objective instrumen
test which 2.2.Administratio 2.
usually n is easy
assesses low because students
can take
level of
the test at the
thinking
same time
Performanc A mode of 1. Practical 1. Preparation of 1. Scoring tends
e assessment that Test the to be subjective
requires an 2. Oral and measurement is without rubrics
actual Aural test relatively away 2. Administratio
demonstration 3. Projects, etc. 2. Measures n is time consuming
of skills or behaviors that
creation of cannot be
products of deceived
learning
Portfolio A process of 1. Working 1. Measures 1. Developing is
gathering Portfolios students’ growth time consuming
multiple 2. Show and 2. Rating tends
indication of Portfolios development 2. to be subjective
student progress 3.Documen- Intelligence-fair without rubrics
to support tary Portfolios
course goals in
dynamic,
ongoing and
collaborative
progress

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Assessment in Learning 1

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
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

2. Assessment OF Learning
 This is done after 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 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

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Assessment in Learning 1

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.

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
which 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

Application
Use a concept map to relate the following important terms :
1. Measurement
2. Evaluation
3. Test
4. Non- Test

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5. Assessmen t
6. Learning Objectives

Topic 2. Uses and Types of Tests

Learning Objectives
At the end of the lesson, you are expected to:
1. explain the different uses of tests; and 2.
distinguish the different types of tests.

Presentation of Content TEST

• It is an instrument or systematic procedure which typically consists of a set

of questions for measuring a sample behavior.
• It is a special form of assessment made under contrived circumstances
especially so that it may be administered.

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• It is a systematic form of assessment that answers the question, “How well

does the individual perform- either in comparison with domain of
performance task”.
• An instrument designed to measure any quality, ability, skill or
knowledge.
NON-TEST

This is a subjective instrument for assessing students’ performances such

observation, checklist, rating scale, questionnaire, opinionnaire, projective
technique, socio-gram, anecdotal record, work sample, conference and interest
inventory.
Uses of Tests A. Instructional Uses of Tests
• Grouping learners for instruction within a class.
• Identifying learners who need corrective and enrichment experiences.
• Measuring class progress for any given period.
• Assigning grades/marks.
• Guiding activities for specific learners.
B. Guidance Uses of Tests
• Assisting learners to set educational and vocational goals

• Improving teacher, counselor and parents’ understanding of children with

problems.
• Preparing information/data to guide conferences with parents about their
children.
• Determining interest types of occupations not previously considered or
known by the students.
• Predicting success in future or vocational endeavor.
C. Administrative Uses of Tests

• Determining emphasis to be given to the different learning areas in the

curriculum.
• Measuring the school progress from year to year.
• Determining how well students are attaining worthwhile educational goals.
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Assessment in Learning 1

• Determining appropriateness of the school curriculum for students of

different levels of ability.
• Developing adequate basis for student promotion or retention.

Types of Tests 1. Educational Tests

These are tools like quizzes, quarterly tests, and achievement tests that
are used to measure the impact of instruction.
2. Norm-referenced Tests
These tests pertain to the use of norm to interpret and describe the
performance of students.
3. Survey Tests These are tests that measure general level of student’s
achievement over a broad range of learning outcomes and tend to
emphasize normreferenced -interpretation.
4. Power Tests
These are tests designed to measure level of performance under
sufficient time conditions, consist of items arranged in order of increasing
difficulty.
5. Individual Tests
These are tests administered on a one-to-one basis using careful
oral questioning.
6. Verbal Tests
These are tests in which words are very necessary and the
examinee should be equipped with vocabulary in attaching meaning to or
responding to test items.
7. Objective Test
These are tests in which equally competent examinees will get the
same scores or unaffected by personal biases.
8. Criterion-referenced Tests
These tests pertain to the use of predetermined standards or criteria
as the basis for interpreting and describing the performance of the
students.
9. Mastery Tests
These tests measure the degree of mastery of a limited set
of specific learning outcomes and typically use criterion-referenced
interpretations.
10. Standardized Tests
These are tests developed by organizations that have a well defined
system of administering, scoring, and interpreting. These are made by
expert, tried out, so it can be used to a wider group
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11. Speed Tests

These are tests that measure the speed and accuracy of the
examinee within the time imposed. They are also called the alertness tests.
It consists of items with the same level of difficulty but taken with time
limit
12. Group Tests
These are tests that are administered to group of individuals,
questions are typically answered using paper and pencil technique.
13. Teacher-Made Tests
These are tests made by the classroom teacher, not tried out, so it
can be used only by his/her own students.
14. Subjective Tests
These are tests in which the scores can be influenced by the
opinion/judgement of the rater.
15. Non- Verbal Tests
These are tests in which words are not that important, student
responds to test items in the form of drawings, pictures or designs.
16. Psychological Tests These are tests that aim to measure students’
intangible aspects of behavior.

Application
Classify the different types of tests according to:
What it measures

How it is interpreted

The scope of the test

Level of difficulty of the

test and time allotment

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How it is given

What comprises the test

Who constructed the test

and who can take it

Degree of influence of the

rater on the outcome

Topic 3. Principles of High-Quality Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Distinguish the different principles of high-quality assessment; and,
2. Use the principles of high-quality assessment in selecting and evaluating
assessment tools.

Presentation of Content
No single assessment can evaluate all of the kinds of learning we value for
students, nor can a single instrument meet all of the goals held by parents,
practitioners, and policymakers. It is important to envision a coordinated system
of assessment, in which different tools are used for different purposes—for
example, formative and summative, diagnostic vs. large-scale reporting. Within
such systems, however, all assessments should faithfully represent the standards,

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and all should model good teaching and learning practice. 12 major principles
were identified by Balagtas and Dacanay (n.d.) define the elements of assessment
tools than teachers should consider in their selection and development:
Principle 1: Clarity and Appropriateness of Learning Targets

 Learning targets should be clearly stated, specific, and center on what is

truly important.
The success of our assessment tool greatly depends on our learning targets.
Bloom’s used the term objectives in reference to learning targets. Bloom’s
taxonomy teaches us to be specific on our objectives and assure that they are
measurable. The essence of our assessment tools is fulfilled when they are
based on clear and measurable objectives. Mc Millan & Stiggins (2007)
provided us with 5 types of learning targets.

Learning Targets Definition

Knowledge Student mastery of substantive subject matter
Reasoning Student ability to use knowledge to reason and
solve problems
Skills Student ability to demonstrate
achievementrelated skills
Products Student ability to create achievement- related
products
Affective Student attainment of affective states such as
Disposition attitudes, values, interests and sel-efficacy

Principle 2: Appropriateness of Methods

 Learning targets are measured by appropriate assessment methods.

The next step from creating objectives that are specific and measurable, is
selecting appropriate assessment tools. By saying appropriate, teachers must
design assessment methods that suits the learning targets. For example, a
teacher whose objective is to “demonstrate the basic steps in La Jota
Cagayana” would not administer a completion type of test. This learning
target focused on skills requires assessment tools that would require students
to do live actions like performance tests. Module 10 of the Philippines
Professional Standards for Teachers Learning Packages lists the different
assessment tools teachers may use in the K-12 curriculum:

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Principle 3: Balance
• A balanced assessment sets targets in
all domains of learning (cognitive, affective
and psychomotor) or domains of intelligence
according to Gardner.

• A balanced assessment makes use of both traditional and alternative

assessments.

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Principle 4: Validity

 Validity is defined as the degree to which the assessment instrument

measures what it intends to measure. It also refers to the usefulness of the
instrument for a given purpose. It is the most important criterion of a good
assessment instrument. This will be discussed in details in Unit 3 of this
module. To jumpstart your understanding, here is a table showing you the
types of validity in assessment.

Principle 5: Reliability

 Reliability refers to
the consistency of scores
obtained by the same person when
retested using the same or
equivalent instrument. This will be
discussed in details in Unit 3 too. In
a nutshell, if a test repeatedly elicits
the same performance from your
learners, the test is said to be
reliable. Validity is different with

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reliability. Educators say that if a test is valid, the test is already reliable
but not the other way around. The picture above shows how different
validity and reliability is.
Principle 6: Fairness
A fair assessment provides all students with an equal opportunity to demonstrate
achievement. The keys to fairness are as follows:
• Students have knowledge of learning targets and assessment
• Students are given equal opportunity to learn
• Students possess the pre-requisite knowledge and skills
• Students are free from teacher stereotypes
• Students are free from biased assessment tasks and procedures
Principle 7: Practicality and Efficiency
When assessing learning, the information obtained should be worth the resources
and time required to obtain it. The factors to consider are as follows:
• Teacher Familiarity with the Method
• Time required
• Complexity of the Administration
• Ease of Scoring
• Ease of Interpretation
• Cost
Principle 8: Continuity
Assessment takes place in all phases of instruction. It could be done before
(diagnostic), during (formative), and after (summative) instruction. Module 10 of
the Philippines Professional Standards for Teachers Learning Packages
emphasizes the value of continuity. Teachers should do assessment not only in the
end of their lesson but it should cover the totality of the instruction. Here is a table
that may clear your concept of pre-assessment, formative assessment, and
summative assessment:

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Principle 9: Authenticity
In the 21st century education, a commonly advocated best practice for
classroom assessment is to make assessment authentic. Authentic is mostly
used to mean mirroring of real-world tasks or expectations. Further
comparisons with traditional tests will help to clarify what “authenticity”
means when considering assessment design and use:
Authentic assessments necessitate students to be active performers
using acquired knowledge. Traditional tests lean towards revealing
only whether the student can recognize or recall what was learned
and usually not used in context.

Authentic assessments offer the student with a plethora of tasks that

reflects the challenges found in the best instructional activities like:
conducting research; writing, revising and discussing papers;
providing an engaging oral analysis of a recent political event;
collaborating with others on a debate, etc. Meanwhile,
conventional tests are typically limited to paper-and-pencil,
objective tests.

Authentic assessments can identify whether the student can craft

refined, detailed and reasonable responses, performances or
products. Conventional tests typically only ask the student to select
or write correct responses—irrespective of reasons.

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Principle 10: Communication

• Assessment targets and standards should be communicated.
• Assessment results should be communicated to important users.
• Assessment results should be communicated to students through direct
interaction or regular ongoing feedback on their progress. Principle 11:
Positive Consequences
• Assessment should have a positive consequence to students: that is, it
should motivate them to learn.
• Assessment should have a positive consequence to teachers; that is, it
should help them improve the effectiveness of their instruction. Principle
12: Ethics
• Teachers should free the students from harmful consequences of misuse or
overuse of various assessment procedures such as embarrassing students
and violating students’ right to confidentiality.
• Teachers should be guided by laws and policies that affect their classroom
assessment.
• Administrators and teachers should understand that is inappropriate to use
standardized student achievement to measure teaching effectiveness.
Assessment isn’t merely about giving a grade to our students. At its best,
high-quality assessment provides usable information to inform us of our decisions
and allow us to make real-time change that meets our students’ needs. The first
step is to design our assessment guided by the principles of high-quality
assessment. From there, teachers should approach the resulting data with a spirit
of flexibility and adjust their strategies accordingly.

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Application
Lesson Plan Analysis: Read the lesson plan below and answer the
questions provided. This lesson plan is taken from Module 10 of PPST
Learning Packages (2017).
Teacher Lorelie teaches 10th Grade Araling Panlipunan. She prepares a
lesson on the learning competency: Natatalakay ang tatlong uri ng
karapatan ng bawat mamamayan sa isang demokratikong bansa
(AP10MKPIVe-5).

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Questions:
1. What are the assessment strategies employed by Teacher Lorelie before,
during and after her lesson?
Before During After

2. Do the assessment strategies address the learning targets? Why or why

not?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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3. If you were to provide assessment strategies before, during and after in the
same lesson considering the principles of high-quality assessment, what
would they be?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Topic 4. Recent Trends and Focus

Learning Objectives
At the end of the lesson, you are expected to:
1. Define standards-based and outcomes-based education;
2. Identify the features of standards-based and outcomes-based education;
and,
3. Relate Item-response theory to assessment of learning.

Presentation of Content
Assessment of learning has undergone several paradigm-shifts in the course of
history. Progressive educators have motivated rethinking of how teachers measure
learners’ academic achievement. Authentic assessment rose to fame in the 21 st
century but there are still skeptics of how it becomes effective in knowledge
society like ours. In this unit, some recent trends in assessment shall be discussed
which includes standards-based education, outcomes-based education, and how
item-response theory can be used in measuring academic performance.
What is Standards-based education?
In essence, standards-based
education is guided by the
principles of standards-
based curriculum. This type
of curriculum is developed
by looking at the standards
set by a district, division, or
national body involved in
school management. These
standards are identified
skills, knowledge, and
dispositions that students
should demonstrate to meet
these standards. It is crucial
for teachers to identify

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activities that will allow students to reach the goals stated in the standards (Lund,
2014).
Standards-based education is no longer new to the Philippine setting. In fact, the
Enhanced Basic Education Curriculum or the K-12 largely uses standards-based
curriculum design. The fact that the K-12 curriculum is an instrument to meet
national goals and these general goals are the basis of selecting content and
subject matter in the curriculum makes it standards-based. A figure of how
standards-based education works until the classroom level is shown.
However, it is not only in teaching pedagogies that teachers align to
standards. A paradigm shift is happening too in assessment of learning. The K-12
curriculum by virtue of DepEd Order No. 73, s.2012 describes its assessment
philosophy as:
“Assessment shall be used primarily as a quality assurance tool to
track student progress in the attainment of standards, promote
selfreflection and personal accountability for one’s learning, and
provide a basis for the profiling of student performance.”
When designing assessment in standards-based curriculum take not of these
definitions of standards-based assessment:
An approach that compares students’ performance to the standards, rather
than comparing them with other students (Strater, 2006).
The measurement of student’s learning performance according to
predetermined educational content and performance standards (Rafiq,
2008)
Assessment is aligned to the attainment of the standards through the
defined skills or competencies.

In the present K-12 Curriculum there are two main “standards”. Let’s
elaborate:
 Each learning strand provides content standards. These are statements of
the core content in terms of knowledge or skill that students should learn
and understand.
 Under each content standard are a number of performance standards.
These are the work that a learner is expected to be able to do. These
demonstrate the achievement, acquisition, and application of the
knowledge or skill required by the content standard.
 Comprising performance standards are learning competencies. These are
more specific applied knowledge, skills, and values that indicate or

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validate learning consistent with the broader content and performance

standards.
You can look at specific examples of these standards in the curriculum
guide for teachers. An example of how standards-based assessment manifests in
the K-12 Curriculum is shown below. It’s a sample assessment matrix in Grade 7-
Mathematics.

What is Outcome-based Education (OBE)?

In contrast with Higher Education, the basic education sector is on its way in
integrating outcomes-based education in their curriculum. Outcome-based
Education (OBE) is the paradigm shift resulting from the alleged failures of
traditional education. Outcome-based education is a model of education that
rejects the traditional focus on what the school provides to students, in favor of
making students demonstrate that they "know and are able to do" whatever the
required outcomes are.

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To identify if a school has implemented an outcomes-based education, these

key features can be used for evaluation (K12 Academics, n.d.):

A curriculum framework that outlines specific, measurable outcomes.

Promotion to the next grade, a diploma, or other reward is granted upon
achievement of the standards, while extra classes, repeating the year, or
other consequences entail upon those who do not meet the standards.
Standards-based assessments that determines whether students have
achieved the stated standard. Assessments may take any form, so long
as the assessments actually measure whether the student knows the
required information or can perform the required task.
A commitment that all students of all groups will ultimately reach the
same minimum standards. Schools may not "give up" on unsuccessful
students.

Outcome-based education encompasses standards-based assessment.

However, OBE discourages the use of traditional assessment and advocates the
use of alternative assessments. Not to misconstrued, OBE still provides the
students with facts (content) but should take the approach of problem solving.
Hence the student is intellectually engaged in solving problems, which are quite
varied and situational. OBE is not only interested in content but more so in
context which lends the relevancy to the content itself. Classroom practices have
to allow the students to demonstrate what they have learned in many different
ways. Ideally, students should have an understanding of the content, context and
must have internalized the subject matter at a cognitive level and have gained
mastery over it (Spady, 1995).

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The figure above shows the framework used in higher education in Outcome
Based Education. Curriculum is designed with specific course outcomes (COs) to
prepare the graduates to achieve the graduate attributes / program outcomes (POs)
at the point of graduation. The POs are designed to produce graduates who are
wellprepared to achieve the program educational objectives (PEOs) years after
they have graduated. The PEOs and POs had been formulated in consultation with
all major stakeholders (employers, alumni and students), to meet the demands of a
challenging and globalized workplace.
Item-Response theory (IRT) and Educational Assessment
Item response theory (IRT) provides a useful and theoretically well-founded
framework for educational measurement. It supports such activities as the
construction of measurement instruments, linking and equating measurements,
and evaluation of test bias and differential item functioning. It further provides
underpinnings for item banking and flexible test administration designs (Glas,
2008).

In easy terms, IRT has two postulates:

Examinee test performance can be predicted or explained by a set
of factors called traits, latent traits, or abilities; and,

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Assessment in Learning 1

The relationship between examinee item performance and these

traits can be described by a monotonically increasing function
called an item characteristic function.
Understanding IRT requires prerequisite knowledge in statistics but in
attempt to give you an introduction of this topic, consider these
explanations by Thompson (2016).
The foundation of IRT is a mathematical model defined by item
parameters. For dichotomous items (those scored correct/incorrect), each
item has three parameters:
a: the discrimination parameter, an index of how well the item
differentiates low from top examinees; typically ranges from 0 to
2, where higher is better, though not many items are above 1.0.
b: the difficulty parameter, an index of what level of examinees for
which the item is appropriate; typically ranges from -3 to +3, with
0 being an average examinee level.
c: the pseudo guessing parameter, which is a lower asymptote;
typically is focused on 1/k where k is the number of options.

These parameters are used to graphically display an item response

function (IRF on the right). Here, the a parameter is approximately, 1.0,
indicating a fairly discriminating item. The b parameter is approximately -0.6
(the point on the x-axis where the midpoint of the curve is), indicating an easy
item; examinees well below average would have a 60% chance of answering
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correctly. The c parameter is approximately 0.20, though the lower asymptote is

obviously off the left of the screen.
What does this mean conceptually? We are trying to model the interaction
of an examinee with the item, hence the name item response theory. Consider the
x-axis to be z-scores on a standard normal scale. Examinees with higher ability
are much more likely to respond correctly. Someone at +2.0 (97th percentile) has
about a 94% chance of getting the item correct. Meanwhile, someone at -2.0 has
only a 37% chance.
In summary, the IRF is used for several purposes. Here are a few.
Interpreting and improving item performance
Scoring examinees with maximum likelihood or
Bayesian methods
Form assembly, including linear on the fly testing
(LOFT)
Calculating the accuracy of examinee scores
Development of computerized adaptive tests (CAT) Data
forensics to find cheaters or other issues.

Application
Assessment Plan Analysis: The following are snapshots of sample
assessment strategies in the PPST Module on assessment. Examine the
assessment strategy and evaluate if it meets the feature of standards-based
and outcome-based assessment. You can choose that the assessment is

1.

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both OBE and standards-based but justify your answer. Explain why in the
remarks section.

Check the box if it is: Remarks

[ ] Standards-Based

[ ] Outcome-Based

[ ] Both

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Check the box if it is: Remarks

[ ] Standards-Based

[ ] Outcome-Based

[ ] Both

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Assessment in Learning 1

Summary
 Measurement is a process of quantifying the degree to which someone or
something possesses a given trait i.e. quality, characteristics or feature.
 Assessment is a process of gathering and organizing quantitative data into
an interpretable form to have a basis for judgment or decision-making.
 Evaluation is a process of systematic interpretation, analysis, appraisal or
judgment of the worth of organized data as basis for decision-making
 Test is an instrument designed to measure any characteristic, quality,
ability, knowledge or skill
 Assessment FOR learning includes three types of assessment done
before and during instruction o Placement – done prior to
instruction o Formative – done during instruction o Diagnostic – done
during instruction
 Assessment OF Learning is done after instruction. This is usually
referred to as the summative assessment
 Assessment AS Learning is done for teachers to understand and perform
well their role of assessing FOR and OF learning
 Non-test is a subjective instrument for assessing students’ performances
such observation, checklist, rating scale, questionnaire, opinionnaire,
projective technique, socio-gram, anecdotal record, work sample,
conference and interest inventory.
 There are 12 principles of high-quality assessment: o Principle 1: Clarity
and Appropriateness of Learning Targets o Principle 2: Appropriateness
of Methods o Principle 3: Balance o Principle 4: Validity o Principle 5:
Reliability o Principle 6: Fairness
o Principle 7: Practicality and Efficiency
o Principle 8: Continuity o Principle 9:
Authenticity o Principle 10:
Communication o Principle 11: Positive
Consequences o Principle 12: Ethics
 Standards-based education is developed by looking at the standards set
by a district, division, or national body involved in school management.
These standards are identified skills, knowledge, and dispositions that
students should demonstrate to meet these standards.
 Outcome-based education is a model of education that rejects the
traditional focus on what the school provides to students, in favor of
making students demonstrate that they "know and are able to do" whatever
the required outcomes are.

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 Item response theory (IRT) supports such activities as the construction

of measurement instruments, linking and equating measurements, and
evaluation of test bias and differential item functioning.

Reflection
Good job! You have just completed the first unit of this module. Now that
you already understand the basic concepts in assessment, prepare yourself
as you will explore more concepts and theories about assessment. Before
that, look back at your experience in finishing this unit and reflect through
these questions. Answer them briefly with 5-10 sentences only.

1. What could be a problem that may arise in standards-based and

outcome-based assessment?
______________________________________________________
______________________________________________________
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______________________________________________________
______________________________________________________
______________________________________________________
2. With your experience in elementary and high school, do you think
your teachers were able to apply the principles of high quality
assessment? Explain your answer.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

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Assessment in Learning 1

3. What have changed in your concept of assessment or in measuring

learners’ performance after finishing this module?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

References
Cajigal, Ronan M. &Mantuano, Maria Leflor D. (2014) Assessment of Learning
1. Adriana Publishing Co. Inc. Quezon City, Philippines.
Christian Brothers University (2016) Writing perfect learning outcomes.
Available online:
https://www.cbu.edu/assets/2091/writing_perfect_learning_outcomes.pdf
Department Order No. 73, series of 2012 – Guidelines on the Assessment and
Rating of Learning Outcomes Under the K to 12 Basic Education
Curriculum. Available online:
http://www.deped.gov.ph/wpcontent/uploads/2018/07/DO_s2012_73.pdf
Department Order No. 8, series of 2015 – Policy Guidelines on Classroom
Assessment for K to 12 Basic Education Program. Available online:
http://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf
Gabuyo, Y.A. (2012) Assessment of Learning I. Rex Book Store, Inc., Manila,
Philippines.
Gabuyo, Y.A. (2012) Assessment of Learning II. Rex Book Store, Inc., Manila,
Philippines.
Glas, C. (2008). Item response theory in educational assessment and evaluation.
Mesure et évaluation en éducation, 31(2), 19-34.
Lund, J., & Tannehill, D. (2014). Standards-based physical education curriculum
development. Jones & Bartlett Publishers.
Philippine Normal University - Professional Education Reviewer (2017)
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Assessment in Learning 1

Spady, W. (1995). Outcomes Based Education: Critical Issues. Arlington Va:

American Association of School Administrators.
What is item response theory? (2019, June 24). Assessment Systems |
Computerized Adaptive Testing | Psychometrics | eAssessment.
https://assess.com/2016/11/08/what-is-item-response-theory/
What is outcome-based education? (n.d.). K12 Academics | Your Nationwide
Resource for Everything Education.
https://www.k12academics.com/education-reform/outcome-
basededucation/what-obe

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