Basic Concepts and Principles in II.

Learning Content
Assessment in Learning
Why do we need to have a
I. Introduction perspective on the basic concepts,
purposes and nature of assessment? How
Teaching and learning include a
does classroom assessment functions in
lot of instructional decisions to enhance
the life of the learners?
and increase student learning, hence,
quality of instruction is strongly connected We use the general term
to the structure of information on which assessment to refer to all those activities
these instructional decisions are made. undertaken by teachers – and by their
Therefore, the most important point is the students in assessing themselves – that
determination of the way in which good, provide information to be used as
valid, and reliable information about feedback to modify teaching and
student learning can be provided (O’Neil, learning activities.
et al., 2004). Assessment refers to the
collection of data to describe or better
As teaching is causing learning
understand and issue. It measures “where
among learners, teachers need to be
we are in relation to where we should be?”
thoroughly aware of the processes in
Many consider it the same as Formative
determining how successful they are in the
Evaluation. It is a process by which
aforementioned task. They need to know
information is obtained relative to some
whether their students are achieving
known objective or goal. It is a teacher’s
successfully the knowledge, skills and
way of gathering information about
values inherent in their lessons. For this
student’s have learned, and they use them
reason, it is critical for beginning teachers,
make important decisions-about student’s
to build a repertoire of effective strategies
grades, the content of future lessons, the
for performing their executive function of
revision of the structure or content of a
assessment, measurement and evaluation
course.
of student learning. This topic on Basic
Concepts Purposes and Nature of Evaluation is the process of
Assessment is geared towards equipping interpreting the evidence and making
you with the attainment of the following judgements and decisions based on the
objectives: evidence. It determines “how well did we
do what we set out to do?” Evaluation is
1. Define the following
tied to stated goals and objectives. Many
terms: assessment,
equate this to summative evaluation. It
evaluation, measurement,
refers to the process of determining the
test, non-test, testing,
extent to which instructional objectives are
formative assessment,
attained. It also refers to the comparison of
traditional assessment,
data to standard for purpose of judging
portfolio assessment, and
worth or quality.
performance assessment
Measurement is a part of the
2. Discriminate the different
educational evaluation process whereby
purposes of assessment
some tools or instruments are used to
3. Differentiate the types of provide a quantitative description of the
assessment; and progress of students towards desirable
educational goals. It can be either be
4. Explain the nature of objective (as in testing) or subjective (as in
assessment perceptions). It refers to the process by
which the attributes or dimensions of some
physical object are determined. It is also a
process of measuring the individual’s
intelligence, personality, attitudes and
1
values, achievement and anything that can Traditional Assessment The preparation
be expressed quantitatively. It answers the of the instrument is time consuming and
question, “how much”? prone to cheating. The objective paper-
and-pen test which usually assess low
Test or Testing is a systematic procedure
level thinking skills. The scoring is
to determine the presence or absence of
objective and administration is easy
certain characteristics or qualities in a
because students can take the test at the
learner. Test is an instrument designed to
same time.
measure any quality, ability, skill or
knowledge. Testing is a method used to Performance Assessment. A mode of
measure the level of performance or assessment that requires actual demonstration of
achievement of the learner. Testing refers skills or creation of products of learning.
to the administration, scoring and Scoring tends to be subjective without rubrics.
interpretation of an instrument (procedure) Preparation of the instrument is relatively easy
designed to elicit information about and it measures behavior that cannot be
deceived. The learner performs a behavior to be
performance in a sample of a particular
measured in a “real-world” context. The learner
area of behavior.
demonstrates the desired behavior in a real-life
Difference between Assessment and context and the focus of control is with the
Evaluation student.

ASSESSMENT EVALUATION Portfolio Assessment. A process of

Content: timing, primary purpose gathering multiple indicators of student’s
Formative: Summative: final, progress to support course goals in
ongoing, to to gauge quality dynamic, ongoing and collaborative
improve learning processes. Development is time
Orientation: focus of consuming and rating tends to be
Process-oriented: Product-oriented: subjective without rubrics. It measures
how learning is what’s been student’s growth and development.
going learned
Findings: uses thereof
Diagnostic: Judgmental: arrive Types of Assessment Processes.
identify areas for at an overall
improvement grade/score Placement Assessment. It determines the
entry behavior of students. Determines the
student’s performance at the beginning of
instruction. It also determines the position
of the student’s in the instructional
sequence and determines the mode of
ASSESSMENT evaluation beneficial for each student.
EVALUATION Diagnostic Assessment. It determines the
student’s levels of competence usually
Provides closure given the start of the lesson. It identifies
Is ongoing
Both those who have already achieve mastery of
Require criteria Is judgmental
Is positive the requisite learning and to help classify
use measures
Is individualized one evidence-
Is applied students into tentative small group of
against instruction.
driven
Provides standards
feedback
Show shortfalls Formative Assessment. It is given to
monitor learning progress of the students
and provide feedback to both parents and
students. It answers the question “Where
we are in relation to where we should be?”
Modes of Assessment This type of assessment can be done

2
informally and need not use traditional 4. Evaluation conducted by a
instruments such as quizzes and test. teacher to determine how
well the students are
Summative Assessment. It is given at the
coping with a lesson
end of a unit to determine if the objectives
were achieved and tends to be formal and 5. Evaluation done prior to
use traditional instruments such as tests formal instruction to
and quizzes. It answers the question “How determine student’s entry
well did we do what we set out to do?” It behavior in a learning
also determines the extent of the student’s area.
achievement and competence and provides
6. Assessment done by a
a basis for assigning grades. It provides
teacher at the start of the
the data from which reports to parents and
school year to determine
transcripts can be prepared.
the personality
Nature of Assessment characteristics of his
students.
Assessment for Learning. Determines
student’s background knowledge and 7. Assessment for the
skills; tracks student’s progress in purpose of giving grades
understanding. at the end of a marking
term
Assessment as Learning. The student’s
reflects on results of assessment, charts 8. Assessment to determine
his/her own progress, and plans next steps the progress of teaching
to improve performance; builds and learning
metacognition as it involves the student in
9. A method of assessment
setting and monitoring own learning goals
wherein the students has
Assessment of Learning. Being to write his answers to
summative, it measures student’s questions or problems
attainment of standards. given.
10. The gathering of
III. Learning Task information to help
teachers understand the
Answer the following questions using
learner, monitor
MS Word and submit to Google
instruction, and establish a
Classroom
climate conducive for
Name: _______________________ learning.

Block: _______________________ Part II. Give a situation in the classroom

where the teacher is doing assessment and
Part I. To what does each of the following evaluation. Cite at least three scenarios.
brief descriptions refer?
Part III. As an experienced learner, which
1. A process of quantifying a do you prefer, grades or learning? Explain
student’s performance in a your stand.
learning area
IV. References
2. Making judgment about
the quality of student’s Buendicho, Flordeliza C.
performance in a class Assessment of Student Learning 1, Rex
Book Store, Manila, 2010
3. Evaluation undertaken by
a teacher for grading Garcia, Carlito D. Measuring and
purposes Evaluating Learning Outcomes: a
Textbook in
3
Assessment of Learning 1 & 2, Books
Atbp. Publishing corp., Mandaluyong
City, 2008.