Assessment of

Learning
“If the proof of the pudding is
in the eating, then the proof of
learning is results obtained
from assessing”
1. Guiding Principles in the
Assessment of Learning

2. Assessment Tools

3. Three Phases of
Instruction
Guiding Principles in the Assessment of Learning

1. Assessment of learning is an integral part of the teaching- learning process

- we teach with a certain objective to attain. After we have taught, then it is logical that we
find out how well we have attained our lesson objective, thus we engage ourselves in the
process of assessments. Assessment obviously is a sine qua non of teaching.

2. Assessment tool should match with performance objective

- which assessment tool to use, which test to formulate must be based on our performance
objective. If our assessment tool is aligned with our performance objective, we can claim
our assessment tool to be valid.

a. Written Test c. Product Assessment

- Written Product
b. Performance Test
-Physical Product
3. The result of assessment must be fed back to the learners
- Assessment process serves it’s purpose when we return the corrected quizzes, tests, seat works,

assignments, and evaluated projects at the soonest time possible.

4. In assessing learning, teachers must consider learner’s learning styles and multiple intelligences
and so must come up with a variety of ways of assessing learning.
- Learning styles and multiple intelligences are considered in our assessment activities. We may not be able
integrate all learning styles and multiple intelligences in one assessment activity but we can do is to strive
to take into consideration as many learning styles and multiple intelligence as possible.

- Gardner’s Theory of Multiple Intelligences

MI Assessment Contexts
Logical-Mathematical
Linguistic Task Spatial Task Musical Task Bodily-Kinesthetic Task Interpersonal Task Intrapersonal Task
Task

Read a book, Examine a statistical Listen to a piece of Play a cooperative Think about a personal
Linguistic Watch a movie, then Go on a field trip, then
then write a chart, then write a music, then write a game, then write a experience, then write a
Assessment write a response. write a response.
response. response. response. response. response.

Logical- Read a book, Examine a statistical Listen to a piece of Play a cooperative Think about a personal
Watch a movie, then Go on a field trip, then
Mathematical A then develop a chart, then develop a music, then develop a game, then develop experience, then develop
develop a hypothesis. develop a hypothesis.
ssessment hypothesis. hypothesis. hypothesis. a hypothesis. a hypothesis.

Read a book, Examine a statistical Listen to a piece of Play a cooperative Think about a personal
Spatial  Watch a movie, then Go on a field trip, then
then draw a chart, then draw a music, then draw a game, then draw a experience, then draw a
Assessment draw a picture. draw a picture.
picture. picture. picture. picture. picture.
Read a book, Examine a statistical Listen to a piece of Play a cooperative Think about a personal
Musical  Watch a movie, then Go on a field trip, then
then create a chart, then create a music, then create a game, then create a experience, then create
Assessment create a song. create a song.
song. song. song. song. a song.
Bodily- Read a book, Examine a statistical Listen to a piece of Play a cooperative Think about a personal
Watch a movie, then Go on a field trip, then
Kinesthetic then build a chart, then build a music, then build a game, then build a experience, then build a
build a model. build a model.
 Assessment model. model. model. model. model.
Read a book, Examine a statistical Listen to a piece of Play a cooperative Think about a personal
Interpersonal A Watch a movie, then Go on a field trip, then
then share with a chart, then share music, then share with game, then share experience, then share
ssessment share with a friend. share with a friend.
friend. with a friend. a friend. with a friend. with a friend.

Read a book, Examine a statistical Watch a movie, then Listen to a piece of Go on a field trip, then Play a cooperative Think about a personal
Intrapersonal A
then design your chart, then design design your own music, then design design your own game, then design experience, then design
ssessment
own response. your own response. response. your own response. response. your own response. your own response.
5. To contribute to the building of the culture of success in the school, it is pedagogically sound that in
our assessment techniques we give some positive feedback along with not so good ones.
- Comments like “nicely put”, “well done”, “fine idea”, “good point” on students paper boost their ego and
add to their level of confidence.

6. Emphasize on self – assessment.

- If our pupils/students make learning objectives their own, it is but fitting and proper that in the
assessment stage they do their self – assessment against the standard or criterion of success established at
the beginning of the class in the performance objective.
- “Assessments should not force students to compete against one another; any competition should be
between students and their own prior performance”. ( Danielson, 2002 )
7. If we believe that our task as teacher is to teach all pupils/students, and that it is possible that all
students, even those from limited backgrounds, will have access to opportunities and therefore can
achieve, then the bell curve mentality must be abandoned. ( Danielson, 2002 )
- If we insist on the bell curve mentality we will be made to think that it is normal and is expected if some
fail.
- Remember, we wish to build the culture of success in the classroom.
8. Assessment of learning should never be used as punishment or as a disciplinary measure.
- Teacher who give a very difficult test in order to punish students who do not study.
- We veer away from the true purpose of assessment, to validate learning.

9. Results of learning assessment must be communicated regularly and clearly to parents.

- Parents are keenly interested in the progress of their children in school.
- Parents are also our customers and more than that our partners in the education of the young.

10. Emphasize in real world application that favors realistic performances over out - of - context
drill items.
- “ Such assessment require students to generate rather than choose or response, and to actively accomplish
complex tasks while bringing to bear prior knowledge new learning and relevant skills.

- SMART
Assessment in the Different Phases of Instruction

Prior to Instruction- You may give pre- teaching assessment to determine

where your students are in relation to your lesson.

During Instruction- Learning can be assessed in the process of teaching.

After Instruction- Giving of post- test after instruction.

K- Know
W- Want to know
L- Learned
Appropriate Assessment Tools

1 Teacher- made test

1
2
2 Performance Test

3 Portfolio Assessment 3
End of
Report
Are you ready for
our
Short Quiz?
Name: _____________________________________________
Course&Sec:___________________________
Date: ________________________________
Questions: Answers:
Enumeration and Identification: Enumeration and Identification:
1. 1. __________________________________________
What are the two classification of product assessments?
2. 2. __________________________________________
3. It is the sine qua non of teaching. 3. __________________________________________
4. Based on Gardner’s Theory, we must consider the 4. __________________________________________
______________ of learners.
5. What kind of mentality must be abandoned on guiding 5. __________________________________________
principles no. 7?
6. It is said to be more authentic than paper-and-pencil test. 6. __________________________________________

True or False True or False

7. Assessment of learning should be used as a punishment or 7. ______________________
as a disciplinary measure.
8. The result of learning assessment must be private only for 8. ______________________
teachers.
9. Formative Assessment can assess the students learning on 9. ______________________
the on-going process of teaching.
10. At the end of the semester teacher can assess the students 10. _____________________
learning through summative assessment.