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Prefinal MODULE PEC 8 ASSESSMENT IN LEARNING 2

The Process of Assessment
The previous lesson clarified the distinction between measurement and evaluation.
Upon knowing the process of assessment in this lesson, you should know now how
measurement and evaluation are used in assessment.
Assessment goes beyond measurement. Evaluation can be involved in the process of
assessment. Some definitions from assessment references show the overlap between
assessment and evaluation. But Popham (1998), Gronlund (1993), and Huba and
Freed (2000) defined assessment without overlap with evaluation. Take note of the fol-
lowing definitions:
1. Classroom assessment can be defined as the collection, evaluation, and use of
information to help teachers make better decisions (McMillan, 2001).
2. Assessment is a process used by teachers and students during instruction that
provides feedback to adjust ongoing teaching and learning to improve students’
achievement of intended instructional outcomes (Popham, 1998).
3. Assessment is the systematic process of determining educational objectives,
gathering, using, and analyzing information about student learning outcomes to
make decisions about programs, individual student progress, or accountability
(Gronlund, 1993).
4. Assessment is the process of gathering and discussing information from multiple
and diverse sources in order to develop a deep understanding of what students
know, understand, and can do with their knowledge as a result of their educa-
tional experiences; the process culminates when assessment results are used to
improve subsequent learning (Huba & Freed, 2000).
Cronbach (1960) have three important features of assessment that makes it distinct
with evaluation:
(1) Use of a variety of techniques,
(2) reliance on observation in structured and unstructured situations,
(3) integration of information. The three important features of assessment emphasize
that assessment is not based on single measure but a variety of measures. In the
classroom, a student’s grade is composed of the quizzes, assignments, recitations,
long tests, projects, and final exams.
There are three critical characteristics of this definition:
1. Process of collecting various information.
A teacher arrives at an assessment after having conducted several measures of
student’s performance. Such sources are recitations, long tests, final exams, and
projects.
2. Integration of overall information. Coming up with an integrated assessment from
various sources need to consider many aspects. The results of individual measures
should be
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3. Attainment of goals and purposes. Assessment is conducted based on specified

goals. Assessment processes are framed for a specified objective to determine if they
are met. Assessment results are the best way to determine the extent to which a stu-
dent has attained the objectives intended.
Assessment Procedures

1. Assessment begins with an analysis of criterion. The identification of criterion in-

cludes the expectations and demands and other forms of learning targets (goals,
objectives, expectations, etc.).
2. It proceeds to the determination of the kind of evidence that is appropriate about
the individuals who are placed in the learning environment such as their relevant
strengths and weaknesses, skills, and abilities.
Forms of Assessment
Quantitative and Qualitative.
Assessment is not limited to quantitative values,assessment can also be qualita-
tive. Examples of qualitative assessments are anecdotal records, written reports, writ-
ten observations in narrative forms. Qualitative assessments provide a narrative de-
scription of attributes of students, such as their strengths and weaknesses, areas that
need to be improved and specific incidents that support areas of strengths and weak-
nesses.
Quantitative values uses numbers to represent attributes. The advantages of
quantification were described in Lesson 2. Quantitative values as results in assess
ment facilitate accurate interpretation. Assessment can be a combination of both quali-
tative and quantitative results.
Structured vs. Unstructured.
Assessment can come in the form of structured or unstructured way of gather-
ing data. Structured forms of assessment are controlled, formal, and involve careful
planning and organized implementation. Examples of formal assessment are the final
exams where it is announced, students are provided with enough time to study, the
coverage is provided, and the test items are reviewed. A formal graded recitation can
be a structured form of assessment when it is announced, questions are prepared,
and students are informed of the way they are graded in their answers. Unstructured
assessment can be informal in terms of its
processes. An example would be a short unannounced quiz just to check if students
have remembered the past lesson, informal recitations during discussion, and assign-
ments arising from the discussion.
Objective vs. Subjective. Assessment can be objective or subjective. Objective
assessment has less variation in results such as objective tests, seatworks, and perfor-
mance assessment with rubrics with right and wrong answers. Subjective assess-
ment on the other hand results to larger variation in results such as essays and reaction pa-
pers.be undertaken as much as possible to ensure objectivity in assessing
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results such as essays and reaction papers. Careful procedures should

be undertaken as much as possible to ensure objectivity in assessing essays and
reaction papers.
Components of Classroom Assessment
Tests.
Tests are basically tools that measure a sample of behavior. Generally there are
a variety of tests provided inside the classroom.
It can be in the form of a quiz, long tests (usually covering smaller units or chap-
ters of a lesson), and final exams.
Majority of the tests for students are teacher-made-tests.
These tests are tailored for students depending on the lesson covered by the
syllabus.
The tests are usually checked by colleagues to ensure that items are properly
constructed.
Recitation.
A recitation is the verbal way of assessing students’ expression of their
answers to some stimuli provided in the instruction or by the teacher. It is a kind of as-
sessment in which oral participation of the student is expected. It serves many func-
tions such as before the instruction to ask the prior knowledge of the students about
the topic. It can also be done during instruction, wherein the teacher solicits ideas from
the class regarding the topic. It can also be done after instruction to assess how much
the student learned from the lesson for the day.
Projects.
Projects can come in a variety of form depending on the objectives of the les-
son, a reaction paper, a drawing, a class demonstration can all be considered as
projects depending on the purpose. The features of a project should include:
(1) Tasks that are more relevant in the real life setting,
(2) activity that requires higher order cognitive skills,
(3)assignments that can assess and demonstrate affective and psychomotor
skills which supplements instruction.
(4) activities that require application of the theories taught in class.
Performance Assessment.
Performance assessment is a form of assessment that requires
students to perform a task rather than select an answer from a ready-made list.
Examples would be students demonstrating their skill in communication through
a presentation, building of a diorama, dance number showing different stunts in a
physical examination class.
Performance assessment can be in the form of an extended-response exercise,
extended tasks, and portfolios.

Outcomes Requiring Performance Assessment

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Outcome Behavior
Skills Speaking, writing, listening, oral reading, performing experiments, draw
ing, playing a musical instrument, gymnastics, work skills, study skills,
and social skills
Work habits Effectiveness in planning, use of time, use of equipment resources,
the demonstration of such traits as initiative, creativity, persistence,
dependability
Social Concern for the welfare of others, respect for laws, respect the prop
erty of others, sensitivity to social issues, concern for social institution
Attitudes desire to Work toward social improvement.
Scientific Open-mindedness, willingness to suspend judgment, cause-effect re
attitudes lations, an inquiring mind
Interests Expressing feelings toward various educational, mechanical, aes
thetic, scientific, social, recreational, vocational activities.
Appreciations Feeling of satisfaction and enjoyment expressed toward music, art,
literature, physical skill, outstanding social contributions.
Adjustments Relationship to peers, reaction to praise and criticism authority, emo
tional stability, social adaptability.
Assignments.
Assignment is a kind of assessment which extends classroom work. It is usu-
ally a take home task which the student completes. It may vary from reading a material,
problem solving, research, and other tasks that are accomplishable in a given time. As-
signments are used to supplement a learning task or preparation for the next lesson.
Assignments are meant to reinforce what is taught inside the classroom.
Paradigm Shifts in the Practice of Assessment
From ---------------------------- To
Testing -------------------------- Alternative assessment
Paper and pencil ------------- Performance assessment
Multiple choice --------------- Supply
Single correct answer------- Many correct answer
Summative-------------------- Formative
Outcome only---------------- Process and Outcome
Skill focused ----------------- Task-based
Isolated facts ---------------- Application of knowledge
Decontextualized task----- Contextualized task
External Evaluator---------- Student self-evaluation
Outcome oriented---------- Process and outcome

The old practice of assessment focuses on traditional forms of assessment such

as paper and pencil with single correct answer and usually conducted at the end of
the lesson.
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Uses of Assessment
Assessment results have a variety of application from selection to appraisal and aiding
the stakeholders in the decision making process. These functions of assessment vary
within the educational setting whether it is conducted for human resources, counsel-
ing, instruction, research, and learning.
1. Appraising.
Assessment is used for appraisal. Forms of appraisals are the grades,
scores, rating, and feedback. Appraisals are used to provide a feedback on individual’s
performance to determine how much improvement could be done. A low appraisal or
negative feedback indicates that performance still needs room for improvement while
high appraisal or positive feedback means that performance needs to be maintained.
2. Clarifying Instructional Objectives.
Assessment results are used to improve the succeeding lessons. Assessment re-
sults point out if objectives are met for a specific lesson. The outcome of the assess-
ment results are used by teachers in their planning for the next lesson. If teachers
found out that majority of students failed in a test or quiz, then the teacher assesses
whether the objectives are too high or may not be appropriate for students’ cognitive
development. Objectives are then reformulated to approximate students’ ability and
performance that is within their developmental stage.
3. Determining and reporting pupil achievement of education objectives.
The basic function of assessment is to determine students’ grades and report
their scores after major tests. The reported grade communicates students’ perfor-
mance in many stakeholders such as with teachers, parents, guidance counselors, ad-
ministrators, and other concerned personnel.
The grade is a reflection of how much the students have accomplished the learning
goals.
4. Planning, directing, and improving learning experiences.
Assessment results are basis for improvement in the implementation of instruc-
tion. Assessment results from students serve as a feedback on the effectiveness of
the instruction or the learning experience provided by the teacher. If majority of stu-
dents have not mastered the lesson, the teacher needs to come up with a more effec-
tive instruction to target mastery for all the students.
5. Accountability and program evaluation.
Assessment results are used for evaluation and accountability. In making judg-
ments about individuals or educational programs multiple assessment information is
used. Results of evaluations make the administrators or the ones who implemented
the program accountable for the stakeholders and other recipients of the program.

6. Counseling.
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Counseling also uses a variety of assessment results. The variables such as

study habits, attention, personality, and dispositions, are assessed in order to help stu-
dents improve them. Students who are assessed to be easily distracted inside the
classroom can be helped by the school counselor by focusing the counseling session
in devising ways to improve the attention of a student.
7. Selecting.
Assessment is conducted in order to select students placed in the honor roll,
pilot sections. Assessment is also conducted to select from among student enrollees
who will be accepted in a school, college or university. Recipients of scholarships and
other grants are also based on assessment results.

FACILITATING ACTIVITIES
Matching Type. Match column A to column as an answer.

A B
1. Outcome only a. Alternative assessment
2. Single correct answer b. Performance assessment
3. Decontextualized task c. Supply
4. Outcome oriented d. Many correct answer
5. Paper and pencil e. Formative
6. Summative f. Process and Outcome
7. Multiple choice g. Task-based
8. Skill focused h. Application of knowledge
9. External Evaluator i. Contextualized task
10. Isolated facts j. Student self-evaluation
11.testing k. Process and outcome
l. assessment
Test II. Fill in the blanks.
a. Counseling b.Selecting c.appraising
c.Planning, directing, and improving learning experiences.
d. Determining and reporting pupil achievement of education objectives.
e.Clarifying Instructional Objectives.

g.accountability and program evaluation

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12. Recipients of scholarships and other grants are also based on assessment results.
13. Students’ personality and vocational interests are also assessed to guide them
in the future courses suitable for them to take.
14. Results of evaluations make the administrators or the ones which implemented
the program accountable for the stakeholders and other recipients of the program.
15. Improvement takes place if assessment coincides with accountability.
16. Assessment results are used for evaluation and accountability.
17.In making judgments about individuals or educational programs multiple
asessment information is used.
18. Assessment results are basis for improvement in the implementation of in
struction.
19.Assessment results from students serve as a feedback on the effectiveness of
the instruction or the learning experience provided by the teacher.
20. The grade is a reflection of how much they have accomplished the learning goals.
21. The basic function of assessment is to determine students’ grades and report
their scores after major tests.

22. The reported standing of students in their learning show how much they have
attained the instructional objectives set for them.
23. The teacher being able to address the deficiencies of students based on assess
ment results is reflective of effective teaching performance.
24. Assessment results also have implications to the objectives of the succeeding
lessons.
25.Assessment results are used to improve the succeeding lessons.
26.Assessment results point out if objectives are met for a specific lesson.
27. The outcome of the assessment results are used by teachers in their planning
for the next lesson.
28.Assessment results also have implications to the objectives of the succeeding
lessons.
29.Assessment is used for appraisal.
30.Forms of appraisals are the grades, scores, rating, and feedback.
1.What are the other uses of Assessment?

2.What major decision in the educational setting needs to be backed up by assess-

ment results?
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3. What are the things assessed in your school aside from selection of students and re-
porting grades?