Assessment of Student Learning

2. BASICCONCEPTIN
ASSESSMENT

4. Defined as any of a variety of procedures
used to obtain information about student
performance (Linn and Miller, 2005)
refers to the full range of information
gathered and synthesized by teachers
about their students and their classrooms
(Arends, 1994)

5.  is a method for analyzing and evaluating
student achievement or program success.
 is the systematic collection, review and use
of information about educational programs
undertaken for the purpose of improving
student learning and development

6. Primary Purpose
-to improve students’ learning and
teachers’ teaching as both respond to the
information it provides.
Other Purposes
To facilitate Instructional Function
- it yields data to establish the extent of knowledge,
skills, habits and attitudes acquired by the
students/learners.

7. - it specifies the strength and weaknesses of
instruction and the needs and problems of
the students which must addressed.
To facilitate administrative and
supervisory functions
- Achieving and maintaining quality
instruction is one of the foremost goals of
management.

8. - to the curriculum planners, the result of
assessment can give them hard facts as bases
for revising and enriching the curricula.
To foster better parent-teacher
relationship
- assessment is a means by which teachers can
keep the parents informed of the progress
made by their children.

9. ASSESSMENT RELATED PRINCIPLES
(Corpuz and Salandanan, 2003)
1. Assessment of learning is an integral part of
the teaching-learning process
o What teachers shall do next after teaching his/her
lesson is determined largely by the assessment
results gathered after conducting the lesson.
2. Assessment tools should match with
performance objectives.
o The assessment tool and the test to be formulated
must be based on the performance objective.

10. 3. The results of assessment must be fed back to
the learners
o Teacher’s evaluation tasks such as quizzes,
assignments and projects should be marked and
returned to the students immediately.
4. Teachers must consider the learners, learning
styles and multiple intelligences and so must
come up with variety of ways in assessing
learning
4 learning styles (Silver, et.al 2000, p.11)
 Sensing-thinking (mastery)
 Sensing-feeling (interpersonal)
 Intuitive-thinking (understanding)

11. Intuitive-feeling (self expressive)
8 multiple intelligences
 Verbal linguistic
 Logical-mathematical
 Spatial
 Bodily-kinaesthetic
 Musical
 Interpersonal
 Intrapersonal
 Naturalist
5. It is pedagogical sound that the assessment
shall give feedbacks

12. 6. Emphasize on self-assessment
If learning is a personal process, then the student is
in the best position to measure his/her own progress
against the benchmark.
7. 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 as cited by
Corpuz and Salandanan, 2003)
8. Assessment of learning should never be used as
punishment or as a disciplinary measure.
9. Results of learning assessment must be
communicated regularly and clearly to parents

13. NEED FOR EDUCATIVE ASSESSMENT
SYSTEM (WIGGINS, 1998)
1. To improve the teaching process of
teachers and enhance learning
performance of students.
2. To provide helpful feedbacks to students,
teachers, administrators, policy makers
and other education stakeholders.

14. MODES OF ASSESSMENT
1. Formative Assessment
 its main objective is to provide the
learners with feedback on how they are
doing and thus help them to learn more
effectively. It does not normally count
towards a final grade, mark or award, nor
is it normally used to determine whether
the learner will be allowed to progress to a
later stage of a course.

15. This includes:

16. 2. Summative assessment
 is normally carried out at the end of a
programme of instruction or section
thereof in order to establish or measure
what the learner has achieved. It differs
from formative assessment in that it
generally does count towards a final
grade, mark or award, or is used to
determine whether the learner is allowed
to make progress through the course.

17. This includes:

20. Is the process of gathering and interpreting
evidence regarding the problems and progress
of individuals in achieving desirable
educational goals.
act of ascertaining or fixing the value or worth
of rating
Chief Purpose of Evaluation
 The improvement of the individual
learner.

21. Other Purposes of Evaluation
 To maintain standard
 To select students
 To motivate learning
 To guide learning
 To furnish instruction
 To appraise educational instrumentalities

22. Principles of Educational Evaluation
 Evaluation must be based on previously
accepted educational objectives.
 Evaluation should be continuous
comprehensive and cumulative process.
 Evaluation should recognize that the total
individual personality is involved in
learning.
 Evaluation should be democratic and
cooperative.

23. Evaluation should be positive and action-
directed
Evaluation should give opportunity to the
pupil to become increasingly independent
in self- appraisal and self- direction.
Evaluation should include all significant
evidence from every possible source.
Evaluation should take into consideration
the limitations of the particular educational
situations.

24. TYPES OF EVALUATION
1. Placement Evaluation
 In this type of evaluation , learner's
entry behavior or capability is assessed
to find out whether the student possess
knowledge , skills and attitude needed
to begin the course of instruction.
 It is used to find out to what extent
student has already mastered the
objectives of the planned instruction.
e.g. entrance exam.

25. 2. Formative Evaluation
It is evaluation used to monitor student's
learning progress during instruction with the
purpose of providing on going feedback to
students and teachers regarding success and
failure of teaching/learning process.
Formative evaluations strengthen or
improve the object being evaluated.

26. 3. Diagnostic Evaluation
 This type of evaluation is concerned with
finding out the reasons for student's
persistent or recurring learning difficulties
that cannot be resolved by standard
corrective measures or formative
evaluation .
 It’s aim is to find out the causes of learning
problems and plan to take remedial actions.
 Observational techniques or specially
prepared diagnostic techniques can be used
to diagnose the problem.

27. 4. Summative Evaluation
 This type of evaluation is given at the end
of the course or unit of instructions to
find out which student, to what extent has
mastered the intended learning outcomes.
 Though the results are primarily used for
assigning the grades or for certifying
learners’ mastery of instructional
objectives, they can also be used to give
feed back on the appropriateness of
objectives and the effectiveness of
instruction.

29. Assessment is the process of objectively
understanding the state or condition of a
thing, by observation and measurement.
Assessment of teaching means taking a
measure of its effectiveness.
Evaluation is the process of observing and
measuring a thing for the purpose of
judging it and of determining its “value,”
either by comparison to similar things, or to
a standard. Evaluation of teaching means
passing judgment on it as part of an
administrative process.

30. “Formative” assessment
is measurement for the purpose of
improving it. “Summative”
assessment is what we normally call
“evaluation.”

33. o Is a systematic procedure to determine the
presence or absence of certain
characteristics of qualities in a learner.
o used to examine someone's knowledge of
something to determine what he or she
knows or has learned. Testing measures the
level of skill or knowledge that has been
reached.

34. Purpose:
1. Instructional
o It will help students identify their own
specific strengths and weaknesses, making
them more aware of how they can improve
themselves. On the other hand, it provide
teachers with information that is helpful in
providing more effective instructional
guidance for individual students and the
whole class as well.

35. 2. Guidance
o The results are useful in predicting an
individual’s success in a field study and
aid him too in choosing an appropriate
course of study.
Mode of Administration
1. Individual Test
o These tests are administered on a one-on-
one basis using oral instructions.
Ex. -Philippine Non-verbal Intelligence Test
(PNIT)

36. -Wechsler for Preschool and Primary Scale of
Intelligence (WPPSI)
2. Group Tests
o They are administered to a group of
individuals.
Ex. -Metropolitan Achievement Test (MAT)
-Standard Achievement Test (SAT)

37. Language Mode Test
1. Verbal Test
o These are ordinarily paper and pencil test.
Words are necessary for the examinee to
understand and respond to test items.
Ex. SRA Verbal, Personality & Interest Test
2. Non-Verbal Test
o Usually they are paper and pencil test but
words are not used in giving meaning or
responding to the test items.

38. o Such tests are the abstract ones usually
figures, numbers or physical objects.
Format of Teacher –Made Test
1. Teacher-Made Test
o These are test which measure and assess
student progress in terms of specific
classroom objectives such as objective
and essay tests.
o Examples of objective test are those given
at the end of every unit or chapter of the
book.

39. 2. Standardized Test
o These test that have been carefully
constructed by expert in the light of
accepted objectives
Types of Standardized Test
a. Mental Ability or Intelligence Test
o Test which measures general mental
ability without reference to which the
learner has learned in or out of school.

40. b. Aptitude Test
o Test which measures the skills and
potential of an individual, which may
predict future success.
c. Achievement Test
o Test which measures the degree to which
individual has mastered certain
instructional objectives or specific
learning outcomes.

41. d. Personality Test
o Test which measures certain personality
traits of an individual.
Ex. -Psychometric (16PF, EPPS)
-projective Technique Tests (Thematic
Apperception Test, Draw a Person Test,
etc.)

42. Other Classification of Test
1. Educational Test
 Measures results or effects of instruction
2. Psychological Test
 Measures intangible aspects of behavior
such as intelligence, aptitude, interests,
ability and personal-social adjustments.
3. Speed Test
 Measures the numbers of items an
individual can complete at a given time
and it also ,measures the level of

43. performance under time condition.
4. Power Test
 Measures the individual’s ability to
answer more and more difficult items
within a given field in which the items
are arranged in increasing order of
difficulty.
5. Criterion Reference Test
 Interpreting test results which describe
the performance of the individual
directly such as “spelled 85 English

44. Words out of 150 words” or “type 70 words
per minute with 5 errors”. This test describe
what an individual can do with reference to
the performance of others.
6. Norm Reference Test
 Determines how an individual’s
performance compares that of others.
This test describe the performance of an
examinee in terms of the relative
position held in a group.
Ex. “Student A score better than 25% of
the class”