2. Reasons for Assessment
1. Student selection and certification
2. Instructional Monitoring
3. For:
 Public accountability and program evaluation
 Making decisions about different aspects of
the educational process
 Helping make GOOD decisions, if they provide
accurate, authentic, reliable and valid information
about educational LEARNING GOALS

3. To summarize; Educational Assessment,
Measurement and Evaluation serve the following
purposes :
 Improvement of Student Learning
 Identification of Students’ Strengths and
Weaknesses
 Assessment of the Effectiveness of a Particular
Teaching Strategy
 Appraisal of the Effectiveness of the Curriculum
 Assessment and Improvement of Teaching
Effectiveness
 Communication with and Involvement of Parents in
their children’s learning

4. Principles of Educational Assessment
The principles can be summarized into:
1. Educational assessment should be based on goals,
objectives or standards which are clearly stated.
2. It has to relate to student’s learning with these
standards.
3. It has to be continuous and on-going.
4. It should provide feedback about students’
performance.

5. ASSESSMENT CYCLE
Articulate
Learning Goals
Design
Strategies
Determine student
activities
Select assessment
Methods
Gather Assessment
data, Summarize,
Interpret
Use the Results
to Improve

6. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
 Enhances learning in the instructional
process if the results provide feedback to
both teachers and students
 Used to evaluate the teaching
methodologies and strategies of the
teacher
 Used to make teaching decisions
 Results are used to diagnose the
learning problems of the students

7. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
Teachers make decisions from the
beginning up to the end of
instruction.
1. Beginning of Instruction
Placement Assessment- determine
the pre-requisite skills, degree of mastery
of the course objectives and the best
mode of learning

8. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
2. During Instruction
a. Formative Assessment-
 used to monitor the learning progress
during instruction,
 provide immediate feedback, re: success
and failures of learning,
 Identify learning errors,
 How to modify instruction
 Improve learning and instruction

9. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
b. Diagnostic Assessment- given at the
beginning or during instruction
 identify the strengths and weaknesses of
the students,
 determine the level of competence of the
students,
 identify students with prior knowledge,
 determine the causes of learning
problems not revealed by formative
assessment,
 formulate a plan for remedial action

10. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
3. End of Instruction
Summative Assessment- given at the end
of the course or unit
 Determine the extent of achieving the
objectives set
 Certify student mastery and assigning
grades
 Provide information for judging
appropriateness of instructional objectives
 Determine the effectiveness of instruction

11. TYPES OF ASSESSMENT PROCEDURES
A. Nature of Assessment
1. Maximum Performance- determine
what individuals can do when performing
at their best
e.g. Aptitude and achievement tests
2. Typical Performance- determine what
individuals will do under natural
conditions
e.g. Attitude, interests, personality
inventories, observational techniques and
peer appraisal

12. TYPES OF ASSESSMENT PROCEDURES
B. Format of Assessment
1. Fixed-choice Test- measure knowledge
and skills effectively and efficiently
e.g. Standard multiple-choice test
2. Complex-performance Assessment-
measure the performance of learners in
context and on problems valued in their own
rights
e.g. Hands-on laboratory experiments,
projects, essays, oral presentation

13. SOURCES OF EVALUATIVE INFORMATION
To make correct judgment, teachers need to
gather accurate information.
 Cumulative Record- permanent records
 Personal Contact- observational information like:
- Can the student read well or not?
- Does the student understand concepts?
- Does the student follow specified
instructions?
- Does the student stay on task?
- Does the student participate actively in
learning activities?
- Does the student use the material correctly?

14. SOURCES OF EVALUATIVE INFORMATION
 Analysis- teachers need to file samples of students’
work for discussion during P-T conference
 Open-ended Themes and Diaries- questions like the
following can be asked:
- What things do you like and dislike about
school?
- What subjects do you find interesting?
Uninteresting?
- How do you feel about your classmates
- What personal accomplishments are you so
proud of?

15. SOURCES OF EVALUATIVE
INFORMATION
 Conferences with parents and
previous teachers
 Testing

16. METHODS OF INTERPRETING THE RESULTS
1. Norm-referenced Interpretation
 Describes student’s performance or
progress in relation to others of the same
peer group, age or ability
 May involve ranking or scaling a pupil to
help with streaming classes
 May look at cross-school achievements to
compare achievement in particular groups,
subjects and years wit local and national
levels of attainment

17. Norm-referenced Interpretation
e.g.
 Franco’s score in the periodical
exams is below the mean
 Sam ranked 5th in the unit test in
Physics
 Scion’s percentile rank in the
Math achievement test is 88.

18. METHODS OF INTERPRETING THE RESULTS
2. Criterion-referenced Interpretation-
describes student performance according to a
specified domain or clearly defined learning tasks
e.g. divide three-digit whole numbers correctly
and accurately, multiply binomial terms correctly
 Concerned with national examination and other
assessment bodies
 Used in the assessment of vocational and
academic qualifications
 Results are given on a pass/fail, competent/not
competent basis
 Results are conclusive and usually open to review

19. Criterion-referenced
Interpretation
e.g.
 Hannah can construct a pie graph
with 75% accuracy
 Hyacinth scored 7 out of 10 in the
spelling test
 Ophie can encode an article with
no more than 5 errors in spelling