MODULE 1.

INTRODUCTION: THE NATURE OF

EDUCATIONAL ASSESSMENT
Introduction

Educational assessment refers to any action undertaken to gather

empirical and systematic evidence about the attainment of educational goals
and objectives. It provides valuable information about students’ progress,
identifies areas of improvement, and helps enhance the teaching and learning
process. The individual learner, the learning community (a class, workshop, or
other structured gathering of learners), the institution, or the educational
system in general can all be the subject of assessment.

Assessment and evaluation are integral components of education,

serving as indispensable tools to gauge students’ understanding, progress,
and overall learning outcomes. They provide educators with valuable insights
into the effectiveness of teaching methods and curriculum design, allowing for
timely adjustments to enhance the learning experience. Through regular
assessment and evaluation, educators can refine their teaching
methodologies, adapt curriculum content, and optimize the learning
environment. Assessment and evaluation, when conducted thoughtfully, pave
a way towards a continuous feedback loop between educators and learners,
promoting a dynamic and responsive educational environment. Moreover,
Assessment and evaluation are essential tools that contribute significantly to
measuring learning outcomes. Assessment methods, ranging from quizzes
and exams to project evaluations, offer a structured approach to evaluating
students' comprehension and application of knowledge. These tools provide
tangible evidence of what students have learned, helping educators identify
areas of strength and weakness.

In this series of lessons, we will explore the fundamental concepts of

measurements, assessment, and evaluation, providing a clear understanding
of their distinctions. We will delve into the principles that underpin effective
assessment practices, explore the characteristics of modern educational
assessment tools, and examine the essential need and purpose of evaluation
in the educational context.

By the end of this module, you will gain valuable insights into how
assessments contribute to the educational process and why evaluation is
crucial for continuous improvement in teaching and learning. You will be able
to explore the principles anchored in concepts of assessment. You will also be
able to get acquainted of the characteristics of modern educational
assessment, students’ progress, and their performance.

Brace yourself as you are in for an adventure! Let us embark on this

journey to enhance your knowledge and skills in educational assessment and
evaluation.
 Lesson I: Definition of Terms

Intended Learning Outcome

 Define the different terms of educational assessment.

“Vocab-Search”

To attain the intended learning outcomes, identify and encircle as many words
as you can in the box with jumbled letters below.

C O M P E T E N C Y E E

S N P I A C N O G A T V

C O D N P R O G V S M A

A I S A C I F U A S R L

R T O P D M C R R E S U

P A D L S A A E O S A A

F C A E F R E D G S E T

S U L A U G S V B M P I

C D N R M O R D A E L O

M E A S U R E M E N T N

E S R L I P O A C T N V

S P E R F O R M A N C E
To analyze the activity conducted, answer the following questions.

1. How did you find the activity? Was it easy or difficult? What makes it
easy? What makes it difficult?

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2. Based on your initial knowledge about your identified words from the
previous activity, define each concept on the context of the teaching and
learning process.

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 “Let’s Get Started!”

To concretize the knowledge, ideas, and concepts that you have just
formulated in the analysis, you will explore the fundamental concepts of
assessment and evaluation, which are essential components of educational
practices. Get started by defining these terms:

 Assessment – Assessment is the ongoing process of gathering,

analyzing, and interpreting information about student learning. It
involves various methods, such as tests, quizzes, observations,
projects, and discussions, to measure learners' understanding, skills,
and progress. Assessment aims to provide feedback to both students
and instructors, guiding instructional decisions and improving learning
outcomes. Assessment can be done before, during, and after the
instruction. When teachers want to assess the current knowledge of
the students before the start of the formal lesson, pre-tests are
administered. For assessment during discussion, teachers can make a
simple question and answer portion or strategize activities to make
learning fun and engaging. Assessment at the end of the lesson can be
in a form of quizzes or summative assessments to test students’
mastery of the lesson.
 Evaluation – Evaluation is the systematic determination of the quality,
value, or significance of something. In an educational context,
evaluation typically focuses on assessing the effectiveness of
instructional programs, curriculum, teaching methods, and student
performance. It involves making judgments about the extent to which
educational goals and objectives are being met, often through the
analysis of assessment data and other relevant evidence. School
administrators review student performance data, including test scores
and grades, to evaluate the effectiveness of teaching methods and
curriculum. They may also conduct evaluations of teachers’
instructional practices.
 Measurement – Measurement is the process of assigning numbers or
scores to represent the characteristics of individuals, objects, events,
or phenomena. In the context of education, measurement involves
quantifying various aspects of student learning, such as knowledge
mastery, skills acquisition, and academic growth. Measurement
provides a standardized way to assess and compare educational
outcomes, facilitating data-driven decision-making. A good example of
an instrument used for the measurement in education are rubrics.
 Competency Evaluation – Competency evaluation involves the
systematic assessment of individuals' abilities to perform specific tasks
or demonstrate mastery in particular skills. It focuses on measuring
proficiency against predetermined standards or benchmarks within a
given domain or field of study. A variety of assessment instruments and
procedures, including feedback, competency sampling, observation,
360-degree reviews, presentations, and papers, may be used in the
competency-based evaluation. Regardless of the approach or
instrument employed, four essential components must be included.
They are flexibility, fairness, validity, and reliability. For example, in a
social studies class, students may be evaluated on their ability to
construct well-reasoned arguments with their assertions supported with
evidence through an essay.
 Course Evaluation – Course evaluation is the process of
systematically gathering and analyzing feedback to assess the
effectiveness of a specific educational course or instructional unit. It
aims to gauge the quality of teaching, learning experiences, and overall
course outcomes, providing valuable insights for continuous
improvement. It is the final survey that a faculty member gives to
students to assess their learning experience at the end of the course.
The assessment form gives teachers a better understanding of the
experiences of their pupils, which aids in the improvement of their
teaching methods.
 Educational Evaluation – Educational evaluation encompasses a
comprehensive assessment of educational programs, policies, and
practices. It involves the systematic collection and analysis of data to
 determine the quality, relevance, efficiency, and impact of educational
initiatives, ensuring accountability and informing decision-making
processes. This may involve analyzing student achievement data,
conducting surveys, and observing classroom practices.
 Performance Evaluation – Performance evaluation focuses on
assessing individuals' performance within a specific role, job, or task. It
involves the systematic measurement of performance against
predetermined criteria or standards, providing feedback for
development, performance management, and decision-making
purposes. A performance evaluation measures how well students apply
their knowledge, skills, and abilities to real problems. Thus, allowing
students to exhibit their knowledge in different ways, such as writing
essays, creating portfolios, and managing research. An effective
performance assessment/evaluation task includes real-world
scenarios, authentic, complex processes, higher-order thinking, and
transparent evaluation criteria.
 Program Evaluation – Program evaluation involves assessing the
effectiveness, efficiency, and impact of specific programs, initiatives, or
interventions. It includes systematically gathering and analyzing data to
determine whether program goals and objectives are being achieved,
identify program strengths and weaknesses, and inform decision-
making and program improvement efforts. Program evaluation is
essential for accountability, resource allocation, and continuous quality
improvement in various fields, including education, healthcare, and
social services. School districts, for example, evaluate the
effectiveness of programs such as literacy initiatives, special education
services, and extracurricular activities.

Understanding the concepts of assessment, evaluation, measurement,

and various types of evaluations such as competency evaluation, course
evaluation, educational evaluation, performance evaluation, and program
evaluation is paramount for effective educational practices. Assessment
serves as a continuous process of gathering information to understand
student learning and guide instructional decisions. Evaluation, on the other
hand, involves making judgments about the effectiveness of educational
programs, teaching methods, and student performance. Measurement
provides the tools and techniques to quantify and analyze data gathered
through assessment and evaluation processes. Competency evaluation
focuses on assessing specific skills or knowledge within a particular domain,
while course evaluation assesses the quality and outcomes of individual
courses. Educational evaluation encompasses broader assessments of
educational practices and systems. Performance evaluation involves
assessing individual or organizational performance against predetermined
criteria or standards. Program evaluation evaluates the effectiveness,
efficiency, and outcomes of educational programs. By integrating these
concepts and practices into our educational endeavors, we can enhance
student learning, improve instructional strategies, and ultimately promote
continuous improvement in education.

“Mind If I Ask?”

To strengthen the concepts, knowledge, and ideas that you have learned
in the abstraction, read and answer the question comprehensively.

1. As a pre-service teacher, how do you think does the concepts you

have learned from the previous lesson help on determining students’
progress towards the attainment of your established learning
outcomes? Give a sample situation wherein the learned concepts are
applied in the teaching and learning process.

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Outcomes-based Assessment
Direction: Read the following questions below and encircle the letter of
the best answer for each item.

1. Techer Rebecca regularly conducts assessments for her students.

This way, she can keep track of her students’ progress. Which of
the following best describes assessment?
A. Assigning numerical scores to represent students’
characteristics
B. Evaluating the effectiveness of instructional programs
C. Gathering and analyzing information or evidence about students’
learning
D. Assessing an individuals’ performance within a specific role

2. After reading a book about assessment and evaluation in the

context of education, Pell arrived at a conclusion that student
learning is quantified to make it easier to assess. This process
refers to:
A. Measurement
B. Evaluation
C. Assessment
D. Analysis

3. The faculty personnels of Ohara National High School had to gather

and analyze feedback to assess the effectiveness of a specific
instructional unit at their school. What type of evaluation will they
most likely implement?
A. Program Evaluation
B. Performance Evaluation
C. Competency Evaluation
D. Course Evaluation

4. The following are examples of a performance evaluation activity,

except;
 A. Giving students an assignment of essay writing about the
lesson.
B. Asking open-ended questions during the discussion of the
lesson.
C. Assessment of educational programs, policies, and practices.
D. Assigning students an activity in which the objective is to create
and curate a portfolio.

5. What is an example that showcases the primary goal of program

evaluation?
A. Assessing individual student progress
B. Determining the quality of instructional materials
C. Evaluating the effectiveness, efficiency, and impact of specific
programs
D. Gathering feedback on teaching methods
 Lesson II: Distinction Among Measurement,
Assessment, & Evaluation

Intended Learning Outcome

 Compare the difference among measurement, assessment, and

evaluation

“Let’s Analyze!”

To attain the intended learning outcomes, brainstorm and write down five
words and/or concepts that can be related to measurement, assessment, and
evaluation using the tree diagram provided below.

Distinction among…

MEASUREMENT ASSESSMENT EVALUATION

To analyze the activity conducted, answer the following questions.

1. How did you find the activity? Was it easy or difficult? What makes it
easy? What makes it difficult?

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2. What were your basis in doing the task from the previous activity?

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3. Based on the brainstormed words that you have written from the
previous activity, how do measurement, assessment, and evaluation
are alike and how do they differ from each other?

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 “Let’s Get Started!”

To concretize the knowledge, ideas, and concepts that you have just
formulated in the analysis, you will uncover the nuanced differences between
measurement, assessment, and evaluation. You will also identify their crucial
roles in understanding and improving learning outcomes.

In the realm of education, three interconnected concepts serve as

cornerstones for whole the teaching and learning process and experience:
measurement, assessment, and evaluation. Each plays a distinct yet
complementary role, contributing essential insights into students’ progress,
instructional effectiveness, and program outcomes.

The word measurement, as it applies to education, is not substantially

different from when it is used in any other field. It simply means determining
the attributes or dimensions of an object, skill, or knowledge in a quantified
manner. We use common objects in the physical world to measure, such as
tape measures, scales, and meters. These measurement tools are held to
standards and can be used to obtain reliable results. When used properly,
they accurately gather data for educators and administrators. Some standard
measurements in education are raw scores, percentile ranks, and standard
scores that can be obtained through student test administration for both
assessment and evaluation purposes (e.g. quizzes, summative tests, midterm
exams, etc.).

Assessment, on the other hand, is like the quality control check

throughout the whole teaching and learning process. It involves gathering
information about student learning to guide instructional decisions.
Assessment methods such as quizzes, tests, and observations provide
insights into students' understanding and progress.

One of the primary measurement tools in education is the assessment.

Teachers gather information by giving tests, conducting interviews, and
monitoring behavior. The assessment should be carefully prepared and
administered to ensure its reliability and validity. In other words, an
assessment must provide consistent results and it must measure what it
claims to measure.

There are three approaches to assessment. The assessment FOR,

OF, and AS learning. In Assessment FOR Learning, teachers use student's
knowledge, understanding, and skills to inform their teaching. It occurs
throughout the teaching and learning process to clarify and ensure student
learning and understanding. In the process of teaching, when the teacher
discovers that the students do not understand what was taught, the teacher
adjusts her/his instructional strategy. Simply asking students questions if
whether they understand the concept at hand before proceeding to the next
one is an example of an assessment FOR learning.

Assessment OF Learning is usually given at the end of a unit, grading

period, or a term like a semester. It is meant to assess learning for grading
purposes, thus the term Assessment OF Learning. It is referred to as a
summative assessment. The effectiveness of summative assessment
depends on the validity and reliability of the assessment activity and tools.

Assessment AS learning is associated with self-assessment. As the

term implies, assessment by itself is already a form of learning for the
students. As students assess their work and/ or with their peers (for example:
in writing an essay) with the use of scoring rubrics, they learn on their own
what a good essay is. At the same time, as they are engaged in self-
assessment, they learn about themselves as learners and become aware of
how they learn. In short, in assessment AS learning, students set their targets,
and actively monitor, and evaluate their learning about their set target.
Consequently, they become self-directed or independent learners. By
assessing their learning, they are learning at the same time.

Finally, evaluation assesses the overall outcome of the teaching and

learning process. Evaluation involves making judgments or assessments
about the merit, worth, or value of something. Educators evaluate student
performance, program effectiveness, and instructional practices to inform
decision-making and improve outcomes.
 Creating valid and reliable assessments is critical to accurately
measuring educational data. Evaluating the information gathered, however, is
equally important to the effective use of the information for instruction. In
education, evaluation is the process of using the measurements gathered in
the assessments. Teachers use this information to judge the relationship
between what was intended by the instruction and what was learned. They
evaluate the information gathered to determine what students know and
understand, how far they have progressed and how fast, and how their scores
and progress compare to those of other students. For example, when most of
the students in a class got low scores on their exams at the end of a grading
period, the teacher should be able to make judgements and come up with
interventions to address the issue of students’ low scores.

In Graham Nuthalls book The Hidden Lives of Learners, he made an

observation that in most classrooms they have studied, each student already
knows about 40–50% of what the teacher is teaching. This highlights the need
for data-driven instruction as its goal is to avoid teaching students what they
already know and teach what they do not know in a way that the students will
most effectively respond to.

For the same reason, educators and administrators recognize the need
for regular and continuous student assessments and evaluations of the
results. In addition to scheduled assessments, teachers should be ready to
reassess pupils, even informally, if they feel that students are not prepared for
the topic or are disinterested in the daily session. Teachers can adjust their
instruction to match what students need on a daily and weekly basis by using
the measurements from these intermittent formative assessments.

To sum up, we measure the extent, we assess learning, and we

evaluate results in terms of some set of criteria. These three terms certainly
share some common attributes, but it is useful to think of them as separate
but connected ideas and processes.
 “Let Us Integrate”

To strengthen the concepts, knowledge, and ideas that you have learned in
the abstraction, read and answer the given question using the box provided
below.

1. Imagine that you are a curriculum coordinator responsible for

improving student performance in social studies. Design an integrated plan
that incorporate the elements of measurement, assessment, and evaluation to
determine the effectiveness of the learning and teaching process and inform
instructional adjustments.

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Outcomes-based Assessment

Direction: Read the following questions below and encircle the letter of
the best answer for each item.

1. In the context of education, what does evaluation primarily involve?

A. Gathering information about student learning

B. Assigning numerical scores to student performance
C. Making judgement about the merit or worth of something
D. Providing feedback to students on their progress

2. Teacher Ace administered the test questions he made to assess

students learning for their 3rd quarter examination. What type of
standard measurement can he derive from the assessment he made?

A. Percentile ranks of students according to the assessment results

B. Raw scores of students from the test
 C. Both A and B
D. None of the Above

3. Which of the following best describes the role of assessment in the

teaching and learning process?

A. Providing feedback to students on their progress

B. Making judgement on the effectiveness of teaching methods
C. Assigning grades to student work
D. Gathering information about student learning to guide
educational decisions

4. Which of the following is the best example for the approach of

assessment AS learning?

A. Administering examinations to assess the learning of students at

the end of the lesson
B. Assigning students with a task to make an essay and letting
their peers assess their work with the guide of a scoring rubric
C. Conducting pre-tests before the start of the lesson to assess
students learning of a certain topic
D. Gathering information about student learning to guide
educational decisions

5. Assessment OF learning is best described as:

A. Assessing student performance based on predetermined criteria

B. Providing ongoing feedback to students during the learning
process
C. Evaluating student progress and achievement at the end of a
unit or course
D. Focusing on student’s ability to self-assess and regulate their
own learning
 Lesson III: Principles of Assessment

Intended Learning Outcome

 Discuss the principles of assessment

“Picto-Analysis!”

To attain the intended learning outcomes, analyze the comic below and list
down your observations on the box provided.

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To analyze the activity conducted, answer the following questions.

1. How did you find the activity? Was it easy or difficult? What makes it
easy? What makes it difficult?

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2. What were your basis in doing the task from the previous activity?

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3. Based on your observations from the previous activity, do you think that
the type of assessment activity to be used in evaluating the girl’s
performance is relevant to measure her competency of the task? If yes,
what makes the assessment relevant? If no, what do you think makes an
assessment relevant?

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 “Let’s Get Started!”

To concretize the knowledge, ideas, and concepts that you have just
formulated in the analysis, you will explore the foundational principles that
guide effective assessment practices in education.

Assessment plays a critical role in evaluating student learning,

informing instructional decisions, and promoting educational excellence. By
understanding and applying these principles, educators can design,
implement, and evaluate assessments that accurately measure student
progress, support diverse learner needs, and promote fairness and equity in
education.

PRINCIPLES OF ASSESSMENT

VALIDITY

For the first principle, we have validity. Validity is a fundamental

principle of assessment that ensures that the assessment accurately
measures what it is intended to measure. It is crucial to ensure that
assessment results provide meaningful and useful information about the
knowledge, skills, or abilities being assessed. Validity is essential for making
informed decisions about student learning, instructional effectiveness, and
educational programs.

TYPES OF VALIDITY THAT EDUCATORS CONSIDER WHEN DESIGNING

ASSESSMENTS

1. Content Validity: Content validity refers to the extent to which the

assessment adequately covers the content or material it is supposed to
measure. This involves ensuring that the assessment items represent the
full range of topics or objectives included in the curriculum.

2. Construct Validity: Construct validity assesses whether the

assessment accurately measures the theoretical construct or concept it
intends to measure. This involves examining the underlying theory or
 framework to ensure that the assessment aligns with the intended
construct.

3. Criterion-Related Validity: Criterion-related validity involves comparing

the results of the assessment with external criteria or standards to
determine the extent to which the assessment accurately predicts or
correlates with other measures of the same construct.

 Concurrent Validity: Concurrent validity involves comparing the

results of the assessment with those of another measure
administered at the same time to determine if they yield similar
results.
 Predictive Validity: Predictive validity involves examining
whether the results of the assessment can predict future
performance or outcomes related to the construct being
measured.

4. Face Validity: Face validity refers to the extent to which the

assessment appears to measure what it is intended to measure based on
its surface features. While not a strong indicator of validity on its own, face
validity can influence perceptions of the assessment's credibility and
acceptance by stakeholders.

Ensuring validity in assessment requires careful planning, design, and

validation of assessment instruments. Valid assessments provide reliable and
accurate information about student learning, which educators can use to
make informed decisions about instruction, curriculum development, and
educational policies. You can make sure an assessment is valid by:

 ensuring that you cover all the performance criteria of the competency

 collecting sufficient evidence over a period in a range of contexts

 RELIABILITY

RELIABILITY is another fundamental principle of assessment that

focuses on the consistency and stability of assessment results. A reliable
assessment should produce consistent outcomes when administered under
similar conditions to the same group of individuals or across different
administrations. Reliability is essential for ensuring that assessment results
accurately reflect the true level of knowledge, skills, or abilities of the
individuals being assessed.

TYPES OF RELIABILITY THAT EDUCATORS CONSIDER WHEN

DESIGNING ASSESSMENTS

1. Test-Retest Reliability: Test-retest reliability assesses the

consistency of scores over time by administering the same assessment to
the same group of individuals on two separate occasions. The scores
obtained from the two administrations should be highly correlated if the
assessment is reliable.

2. Parallel Forms Reliability: Parallel forms reliability involves

administering two different versions of the same assessment to the same
group of individuals and comparing the scores obtained from each
version. The scores from the two forms should be highly correlated if the
assessment is reliable.

3. Internal Consistency Reliability: Internal consistency reliability

assesses the consistency of scores across items within the same
assessment. This is typically measured using statistical techniques such
as Cronbach's alpha, which quantifies the extent to which items in the
assessment are measuring the same underlying construct.
 4. Inter-Rater Reliability: Inter-rater reliability assesses the consistency
of scores when the assessment is scored by multiple raters or observers.
It is particularly important for assessments that involve subjective scoring
or judgment. Inter-rater reliability is typically measured using statistical
techniques such as Cohen's kappa or intraclass correlation coefficients.

5. Split-Half Reliability: Split-half reliability involves splitting the

assessment into two halves and comparing the scores obtained from
each half. This method assesses the consistency of scores between the
two halves of the assessment and is often used for assessments with a
large number of items.

Ensuring reliability in assessment requires careful attention to factors

such as standardization of administration procedures, clear scoring criteria,
and appropriate statistical analysis of assessment data. Reliable assessments
provide consistent and trustworthy information about student performance,
which educators can use to make valid interpretations and decisions about
teaching and learning. The reliability of assessments can be improved by:

 reviewing the decisions you have made in previous assessments

 comparing your outcomes with the outcomes given by other assessors

 using clearly defined benchmarks in your assessment tools

FLEXIBILITY

FLEXIBILITY as a principle of assessment emphasizes the importance

of designing assessment approaches that can adapt to diverse learner needs,
contexts, and circumstances. It recognizes that students come from various
backgrounds, possess different learning styles, and may require
accommodations to demonstrate their knowledge, skills, and abilities
effectively. Flexibility in assessment allows educators to meet these diverse
needs while maintaining the integrity and validity of the assessment process.
 KEY ASPECTS OF FLEXIBILITY IN ASSESSMENT

1. Multiple Assessment Methods: Flexibility involves offering

multiple assessment methods to accommodate different learning
preferences and styles. For example, assessments could include
written tests, oral presentations, projects, portfolios, performances, or
demonstrations. Providing a variety of assessment options allows
students to showcase their strengths and abilities in ways that align
with their individual preferences and talents.

2. Differentiation: Flexibility also involves differentiating assessments

to meet the specific needs of individual students or groups. This may
include providing additional support or resources, modifying
assessment tasks, or offering alternative assignments based on
students' abilities, interests, or learning profiles. By tailoring
assessments to students' needs, educators can ensure that all learners
have an equitable opportunity to demonstrate their understanding and
achieve success.

3. Accommodations and Accessibility: Flexibility in assessment

requires considering the diverse needs of students, including those
with disabilities or special learning requirements. Educators should
provide accommodations such as extended time, assistive
technologies, alternative formats, or language support to ensure that
assessments are accessible to all students. By removing barriers to
participation, educators can create a more inclusive assessment
environment where every student can demonstrate their abilities
effectively.

4. Responsive Assessment Practices: Flexibility also involves being

responsive to changing circumstances or unexpected events that may
impact the assessment process. This could include accommodating
students who experience illness or personal challenges, adjusting
assessment deadlines or formats to accommodate disruptions in
learning, or providing alternative assessment options in response to
 specific needs or circumstances. Responsive assessment practices
demonstrate a commitment to meeting students where they are and
supporting their learning journey effectively.

Overall, flexibility in assessment promotes inclusivity, equity, and

student-centeredness by accommodating diverse learner needs and adapting
to changing contexts and circumstances. By embracing flexibility as a guiding
principle, educators can create assessment approaches that empower all
students to succeed and thrive in their learning endeavors. To be flexible, you
should:

 use different types of assessment activities to suit different contexts, or

those that are suitable for students with special needs

 be prepared to change the time or location of the assessment event if

there are problems with the existing arrangements.

FAIRNESS

For the last principle of assessment, we have FAIRNESS. It is crucial for

ensuring that all students have an equal opportunity to demonstrate their
knowledge, skills, and abilities, regardless of their background,
characteristics, or circumstances. Fair assessments are free from bias,
discrimination, and barriers that could disadvantage certain individuals or
groups based on factors such as race, ethnicity, gender, socioeconomic
status, disability, or language proficiency. Fairness in assessment promotes
equity, inclusivity, and social justice in education.

KEY ASPECTS OF FAIRNESS IN ASSESSMENT

1. Clear Expectations: Fair assessments have clear, transparent, and

well-defined expectations that are communicated to all students in
advance. Students should understand what is being assessed, how
their performance will be evaluated, and the criteria used to assess
their work. Clear expectations help reduce uncertainty and ensure that
all students have an equal opportunity to prepare and demonstrate
their understanding.

2. Cultural Sensitivity: Fair assessments are culturally sensitive and

consider the diverse backgrounds, experiences, and perspectives of
students. Assessment materials, examples, and contexts should be
inclusive and relevant to students from different cultural backgrounds.
Educators should avoid using language, examples, or references that
may be unfamiliar or culturally biased, and they should strive to create
a supportive and inclusive assessment environment for all students.

3. Equitable Access: Fair assessments provide equitable access to

all students, including those with disabilities, special learning needs, or
language barriers. Educators should offer accommodations,
modifications, or alternative assessment formats to ensure that
assessments are accessible to all students and do not unfairly
disadvantage certain individuals or groups. Providing accessible
assessment materials, technologies, and support services can help
level the playing field and enable all students to demonstrate their
abilities effectively.

4. Unbiased Evaluation: Fair assessments involve unbiased

evaluation and scoring processes that are free from subjective
judgments, stereotypes, or prejudices. Educators should use clear,
objective, and consistent criteria to assess student work and provide
feedback. Training and calibration of assessors can help ensure
consistency and fairness in scoring, particularly for assessments with
subjective components or multiple raters.

5. Opportunities for Improvement: Fair assessments provide

opportunities for students to learn from their mistakes, receive
constructive feedback, and improve their performance over time.
Educators should offer timely and meaningful feedback that helps
 students understand their strengths and areas for growth and supports
their ongoing learning and development. Assessment should be viewed
as a formative process that promotes learning rather than solely as a
summative judgment of achievement.

By prioritizing fairness in assessment, educators can create a more

inclusive, supportive, and empowering learning environment where all
students have the opportunity to succeed and thrive. Fair assessments not
only promote educational equity but also contribute to positive student
outcomes, engagement, and motivation. You can make sure an assessment
is fair by:

 making 'reasonable adjustments' to the assessment tool where

required

 treating all students equally, regardless of their individual differences,

such as ethnic background, religion, or gender.

In summary, assessments should be valid, reliable, flexible, and fair to

effectively evaluate learners' knowledge and skills while ensuring equity and
inclusivity in the assessment process. These principles guide educators in
creating assessments that accurately measure learning outcomes and
promote student success.

“What Does It Imply?”

To strengthen the concepts, knowledge, and ideas that you have learned in
the abstraction, read and answer the given question using the box provided
below.

1. Considering the principles of assessment that were discussed in this

lesson, how do you think can these help you as a pre-service teacher in
ensuring an effective and equitable evaluation of student learning?
 ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Outcomes-based Assessment

Direction: Read the following questions below and encircle the letter of
the best answer for each item.

1. Which best demonstrates FLEXIBILITY as a principle of

assessment?

A. A teacher using different types of assessment activities to suit

different contexts.
B. A teacher comparing the actual student outcomes to the
outcomes set before the discussion.
C. A teacher treating all the students equally, regardless of their
individual differences, such as ethnic background, religion, or
gender.
D. A teacher collecting sufficient evidence over a period of time in a
range of context.

2. Teacher Sanji always makes sure that assessment procedures for

his class are free from bias and promote equal opportunities for all
students. What principle of assessment best describes Teacher Sanji’s
practice?

A. Validity
B. Reliability
C. Flexibility
D. Fairness
3. Brook observed that his teacher provides different options for their
class to demonstrate their understanding of the lesson. What principle
of assessment is demonstrated in Brook’s observation?

A. Validity
B. Reliability
C. Flexibility
D. Fairness

4. Which of the following is the best example of RELIABILITY as a

principle of assessment?

A. For longer-term assessments, such as unit tests or exams, the

teacher may administer a similar test at a later date to assess
whether students’ scores are consistent.
B. In a history class, a final exam includes questions of all the
major topics discussed throughout the semester.
C. A teacher creates a choice board with various assessment
options, such as creating a timeline, writing a reflective essay,
conducting a research project, or designing a poster.
D. A social studies teacher incorporates diverse perspectives and
culturally relevant materials into assessment to reflect the
backgrounds and experiences of all students.

5. A history teacher provides extended deadlines for assignments to

students who require extra time due to learning differences or personal
circumstance. This demonstrates the principle of:

A. Validity
B. Reliability
C. Flexibility
D. Fairness
 Lesson IV: Characteristics of Modern Educational
Assessment

Intended Learning Outcome

 Discuss the characteristics of modern educational assessment,

students’ progress, and performance.

“Wordy Clouds”

To attain the intended learning outcomes, create a word cloud by

brainstorming and writing down words or phrases that comes into mind when
we talk about modern educational assessment. You can use the example
word cloud for “education” as a reference.

“Let’s Analyze!”
To analyze the activity conducted, answer the following questions.

1. How did you find the activity? Was it easy or difficult? What makes it
easy? What makes it difficult?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 2. Based on the brainstormed words that you have written from the
previous activity, what were the most prominent characteristics emerging
from the word cloud? Are they positive or negative?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. How do you think modern educational assessment differ from its

preceding mode of assessment in the context of monitoring student
progress and performance?
5.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

“Are You In For Another Adventure?”

To concretize the knowledge, ideas, and concepts that you have just
formulated in the analysis, you will delve into the fascinating world of
assessing students' progress and performance in today's educational
landscape. Assessments are vital tools that help educators understand what
students have learned, how they are progressing, and where they may need
additional support. In this session, you will explore the characteristics of
modern educational assessment and how they contribute to enhancing
student learning outcomes.
 CHARACTERISTICS OF 21ST CENTURY ASSESSMENT

The following eight characteristics of 21st century assessment, are

essential guide for preparation of assessment activities by educators. It is
necessary to refer to these characteristics to ensure that the learners are
being assessed towards the skills and demands of the 21st century.

1. RESPONSIVE
Visible performance-based work (as a result of assessment)
generates data that inform curriculum and instruction. For example, in
teaching philosophy where the teacher discussed its meaning and
examples, he/she will conduct a formative assessment such as posing
questions like “How does philosophy mirrors life?” and “What
philosophy mirrors your life” to know if the students understood the
topic.
2. FLEXIBLE

Assessment needs to be adaptable to students’ settings. Rather

than the identical approach that works in the traditional assessment,
21st century approaches are more versatile. For example, in the
Principles of Teaching 1 class, a teacher would let his/her students
have a survey on their multiple intelligences. After the activity, they will
be grouped according to their identified intelligence and let them have
a creative presentation.

3. INTEGRATED

Assessments are to be integrated into day-to-day practice rather

than as add-ons at the end of instructions or during a single specified
week of the school calendar. For example, consistent assessment
should be given to students from time to time and it should be practical
and can be contextualized. Topics discussing social issues should be
understood in a way that happens in reality and that people or the
students themselves have a part in its roots as well as in its solutions.

4. INFORMATIVE
 The desired 21st-century goals and objectives are clearly stated
and explicitly taught. Students display their range of emerging
knowledge and skills. Exemplars routinely guide students toward
achievement of targets. For example, before the start of the class,
students should be aware of the goals and objectives so that they will
be guided in achieving the competencies that should be reflected on
the assessments.
5. MULTIPLE METHODS
An assessment continuum that includes a spectrum of strategies
in the norm. For example, using diverse methods of assessment to
cater students’ different needs and multiple intelligences within the
class.
6. COMMUNICATED
Communication of data is clear and transparent for all the
stakeholders. For example, returning students’ written works and
evaluation sheets to let students keep track of their progress and the
submission of students’ grades on time for the parents to be aware of
the students’ performance.
7. TECHNICALLY SOUND
Adjustments and accommodation are made in the assessment
process to meet the students’ needs and for fairness. For example,
making sure that assessment activities are valid, reliable, and supports
comparisons since students have different intelligences, beliefs,
gender, and socioeconomic groups.
8. SYSTEMATIC
21st century assessment is part of a comprehensive and well-
aligned assessment that is balanced and inclusive of all students’
constituents, and stakeholders and designed to support improvements
at all levels. For example, undergoing the process of identifying
learning objectives, developing assessment instruments, administering
assessments, collecting data, analyzing and interpreting results,
providing feedback, using results for improvement, monitoring
progress, and reflecting on assessment practices.
 Assessment plays an indispensable role in effectively monitoring
individual or organizational progress and performance across various
contexts. It serves a dual purpose: providing accurate data and meaningful
insights that inform informed decision-making and course correction when
necessary. To further expound on assessment’s role in monitoring students’
progress and performance, here are four roles that it plays in the teaching and
learning context:

1. Gathering data: Assessments are designed to collect data about

knowledge, skills, or abilities. This data serves as a snapshot of current
performance. By comparing this data to previous assessments or established
benchmarks, you can gauge progress and identify areas of strength and
weakness.

2. Identifying trends: Regular assessments conducted over time reveal

trends in performance. This allows you to see if progress is consistent,
accelerating, or stagnating. You can then adjust strategies or interventions
based on these trends.

3. Informing decision-making: Assessment data provides valuable insights

that can be used to make informed decisions. For example, a teacher might
identify students struggling with a particular concept and adjust their teaching
approach. Managers might use performance data to identify areas for
employee development.

4. Setting goals and targets: Assessments help establish baseline

performance and set realistic goals for improvement. Tracking progress
towards these goals helps maintain motivation and provides a clear sense of
achievement.

5. Promoting accountability: Assessments hold individuals and

organizations accountable for their performance. This can lead to increased
effort, focus, and ultimately, better outcomes.
 In conclusion, assessment is an essential tool for effectively monitoring
progress and performance. By providing data-driven insights, it empowers
individuals and organizations to make informed decisions, improve
effectiveness and efficiency, and foster motivation and engagement.

“Wondering Wonders”

To strengthen the concepts, knowledge, and ideas that you have learned in
the abstraction, read and answer the given question using the box provided
below.

1. Imagine that you are designing a new, innovative, assessment

method for a specific subject or learning area. How can you integrate the
characteristics of modern educational assessment in your instruction to
ensure students’ progress and performance are effectively monitored?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Outcomes-based Assessment

Direction: Read the following questions below and encircle the letter of
the best answer for each item.

1. Ivankov performs poorly in her class. However, she noticed that she
was gradually improving as evidenced by her test scores on their per-
lesson assessment activities that incorporates diverse assessment
methods. What characteristic of modern educational assessment was
showcased on Ivankov’s situation.

A. Assessment was responsive

B. Assessment utilizes multiple methods
C. Assessment was flexible
D. Assessment was well communicated

2. Teacher Rayleigh makes sure that his students are aware of the
goals and objectives of his lesson so that they will be guided in
achieving the competencies that should be reflected on the
assessments. What characteristic of modern educational assessment
does Teacher Rayleigh practice?

A. Assessment being responsive

B. Assessment being flexible
C. Assessment being informative
D. Assessment being technically sound

3. Which of the following best describes the role of assessment in

monitoring students’ progress and performance?

A. Punish students who perform poorly

B. Motivate students to compete against each other
C. Inform instruction and support continuous learning
D. Rank schools and teachers based on students’ scores

4. Teacher Jinbei formulate his assessments in a way that addresses

students’ needs and cater students’ diversity. He derives conclusions
from the data provided by his assessments to further improve his
instruction. This refers to what purpose of assessment?

A. Providing accurate data and systematic that inform informed

decision-making and course correction when necessary
B. Providing accurate data and meaningful insights that inform
informed decision-making and course correction when
necessary
 C. Providing accurate data and meaningful insights to focus solely
on course correction
D. Providing inconsistent data and multiple viewpoints that inform
informed decision-making and course correction when
necessary

5. Assessment being technically sound best showcased in:

A. Making sure that assessment activities are valid, reliable, and

supports comparisons since students have different
intelligences, beliefs, gender, and socioeconomic groups.
B. Undergoing the process of identifying learning objectives to
reflecting on assessment practices.
C. Evaluating student progress and achievement at the end of a
unit or course
D. Posing questions to make sure students understood the topic
 Lesson V: The Need and Purpose of Evaluation

Intended Learning Outcome

 Explain the need and purpose of evaluation.

“Guided Judgement”

To attain the intended learning outcomes, read the poem written by a student
about friendship as an output for a class activity. After reading, use the
provided rubrics to evaluate the text on the criteria indicated.

Needs SCORE
Criteria In the tapestry
Excellent (3) of life, where colors
Proficient (2) blend, Improvement (1)
Friendship is the threadThe poem adequately
that never finds its end.
communicates its
Through trials and joys,message clearlya and
it weaves The
sturdy poem lacks clarity
bond,
The poem is rich in effectively, with some or coherence in its
meaning andIneffectively
hearts, a depth
melody andforever
insight.fond.
It message. It may be
conveys its message. It may lack some difficult to understand
demonstrates deep originality or depth or entirely miss the
insight, originality, and compared to excellent
Like a beacon in the dark, a guiding light, mark in conveying its
Content emotional resonance. level. intended meaning.
Friendship's warmth Thedispels the coldest night.
poem shows
The poemWithislaughter
well- decent
shared andorganizational
tears wiped away,
structured, with a clear structure, but it may The poem lacks clear
beginning,Together,
middle, and be difficult
stronger, we faceto follow
each or organization or
day.
end. It flows smoothly may lack coherence in structure. It may jump
and logically, leading its structure. between ideas
Organizatio the reader through a Transitions between erratically or lack any
In whispered secrets and shared dreams,
n& cohesive narrative or ideas may be abrupt discernible structure
Delivery progression of ideas. embrace,
Friendship's or unclear.
a soothing stream. altogether.
The poem uses
The poem Through
employs seasonsdescriptive
change and miles apart,
language
vivid imagery, and imagery
Its roots run deep, within the heart.
evocative language, effectively, enhancing The poem's language
and precise word choice the reader's is weak or ineffective,
Use of to create a powerful understanding and detracting from its
Words So here's
and memorable to friendships,
impact. experience. pure and true, overall impact.
TOTAL A treasure found, a lifelong hue.
For in the journey of life's endless mile,
Friendship's the sunbeam, the brightest smile.
 “Let’s Analyze!”

To analyze the activity conducted, answer the following questions.

1. How did you find the activity? Was it easy or difficult? What makes it
easy? What makes it difficult?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What were your basis in doing the task from the previous activity?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Based on the previous activity, why do you think it is necessary to

conduct an evaluation on student’s output and/or performance?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 “Are You Ready To Learn?”

To concretize the knowledge, ideas, and concepts that you have just
formulated in the analysis, we will delve into the needs and purposes of
evaluation, unraveling its significance in shaping educational practices and
supporting student success.

Evaluation is a crucial process that is used to assess the effectiveness,

quality, and performance of various systems, processes, products, and
services. It is an essential tool for understanding whether programs and
interventions are achieving their intended goals and objectives, identifying
areas for improvement, and informing decision-making.

Figure 1. Types of Assessment

 PURPOSES OF EVALUATION

 To determine the relative effectiveness of the activity, lesson, or

program in terms of students' behavioral output.
 To make reliable decisions about educational planning.
 To ascertain the worth of time, energy and resources invested in
program.
 To identify students' growth or lack of growth in acquiring desirable
knowledge, skills, attitudes, and societal values.
 To help teachers determine the effectiveness of their teaching
techniques.
 To motivate students to learn more as they discover their progress or
lack of progress in given tasks.
 To encourage students to develop a sense of discipline and systematic
study habits.
 To provide educational administrators with adequate information about
teachers' effectiveness and school need.
 To acquaint parents or guardians with their children's performances.
 To identify problems that might hinder or prevent the achievement of
learners.

THE NEED FOR EVALUATION

Evaluation has been needed in the past for many of the same reasons it is
needed today. Here are some of the reasons why evaluation was needed in
the past:

 Accountability: Evaluation is needed to ensure that resources were

being used effectively and efficiently, and that development goals were
being achieved.
 Learning: Evaluation provide an opportunity for learning and
improvement. By identifying what worked well and what did not,
organizations could learn from experience and improve future
interventions.
  Evidence-based decision-making: Evaluation provide evidence to
support decision-making. By evaluating the effectiveness of different
interventions, organizations could make informed decisions about
which ones to implement in the future.
 Transparency: Evaluation promoted transparency by providing a clear
understanding of what had been achieved and how. This helped to
build trust and support among stakeholders.

In a classroom setting, evaluation of students’ outputs and

performance should be undertaken to assess and get feedback on whether
the knowledge and skills that students must acquire by the end of the lesson
are achieved. For example, in teaching a particular lesson with an intended
learning outcome of students demonstrating a deeper understanding of a
societal issue through role play, their performance should be evaluated
according to the outcomes that are expected from the output. Evaluation can
also take place at the end of a chapter, unit, or semester through quizzes,
summative tests, and/or examinations.

Teachers must select the best evaluation process based on their

unique goals and the requirements of their students as it has its own merits
and demerits. Using different types of evaluation in education can obtain a
deeper understanding of the strengths and/or weaknesses of their students
and help them focus on the area that requires the most need of improvement,
supporting a more differentiated instruction.

“Question Quest”

To strengthen the concepts, knowledge, and ideas that you have learned in
the abstraction, read and answer the given question using the box provided
below.

1. You administered a test to assess students’ mastery on the lesson

that you have tackled and noticed from their raw scores that almost half of the
class got points below the passing score. From this scenario, what do you
think will be the role of the assessment results in the evaluation of the your
overall performance, as well as the overall performance of your class?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Outcomes-based Assessment

Direction: Read the following questions below and encircle the letter of
the best answer for each item.

1. Which of the following is a purpose of evaluation in education?

A. Provision of adequate information about teachers' needs and

school effectiveness to educational administrators.
B. Motivate students to learn more from discovering only their
strengths and progress.
C. Discouraging students to develop a sense of discipline and
systematic study habits.
D. Identifying students' growth or lack of growth in acquiring
desirable knowledge, skills, attitudes, and societal values.

2. During a history lesson, Teacher Kuma assigned a group project

where students were required to research and present on a specific
historical event. Why is it important to evaluate the group project?

A. To find out which group performed the best.

B. To assess each student’s contribution to the group project.
 C. To evaluate the group’s collaborative skills and understanding of
the historical event.
D. To help determine if the students followed the instructions for
the assignment.

3. Which of the following showcases an example of the purpose of

evaluation?

A. Teacher Marco and his students both gain feedback on their

progress and effectiveness through the use of evaluation.
B. Teacher Nami loses track of her students' achievements and
understanding of their lesson.
C. Eustass observed that most of the questions from the exams
weren’t taught by the teacher, showcasing hoe it did not aligned
with the intended learning outcomes of the lesson,
D. Mr. and Mrs. Trafalgar asked the teacher to look into their child’s
records for the quizzes and exams but the teacher was not able
to show it to them and only made excuses.

4. After teaching an economics lesson on-demand functions, Teacher

Koby administers a quiz to assess students’ understanding. Why is it
important to evaluate students’ grasp of the mathematical concept?

A. To rank students based on their performance.

B. To determine if the students memorized the steps for solving
fraction problems.
C. To gauge students’ ability to apply the mathematical
concepts of demand in problem-solving
D. To help determine if the students followed the instructions for
the assignment.

5. How does evaluation support the differentiation of instruction in the

classroom?

A. By providing a standardized test for all students.

B. By identifying students’ unique learning needs and adapting
instruction accordingly
 C. By assigning the same tasks to all students regardless of their
ability.
D. By withholding support from struggling students.

REFERENCES

Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2021). Assessment in

Learning 1 (4th ed.). Lorimar Publishing Inc.

https://www.westminster.edu/about/accreditation-assessment/definition.cfm
https://courses.lumenlearning.com/suny-oneonta-%20education106/chapter/
6-1-assessment-and-evaluation/
https://online.stu.edu/degrees/education/ms-ed-leadership/educational-
measurement-assessment-evaluation/
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three/competency-based-evaluations/
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%20are%20four%20Principles%20of,%2C%20Fairness%2C%20Flexibility
%20and%20Validity.

https://www.youtube.com/watch?v=52rUg-J_4yM&t=2s

https://www.asqa.gov.au/course-accreditation/users-guide-standards-vet-
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https://www.slideshare.net/catherinematias1/characteristics-of-modern-
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https://www.teachstarter.com/gb/teacher-organisation/monitoring-student-
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10069525/

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