What is

Assessment?
 Basic
Concepts
RAFAEL C. RODRIGUEZ
Assessment is used to determine students’ learning
needs, monitor the progress of students and examine
their performance against identified learning outcomes.

It may be implemented at different phases of instruction

such as:
a. before (pre-assessment)
b. during ( formative assessment)
c. after instruction (summative)
Assessment came from the Latin word “assidere” which
means “to sit beside a judge” this implies that
assessment is tied up with evaluation. It pertains to any
method utilized to gather information about student
performance, all activities undertaken by teachers – and
by their students in assessing themselves – that provide
information to be used to modify the teaching-learning
activities(TLA) in which they are engaged and aid
teachers to make informed decisions and judgements to
improve TLA.
When you hear or read the words
EDUCATIONAL
ASSESSMENT
What comes into your mind?
EDUCATIONAL ASSESSMENT
It does not just simply confine to the scopes and
meanings of exams and tests but also to learners’
knowledge or learnings acquired during the
process of learning. Assessment is a process of
documenting knowledge, skills, attitudes and
beliefs in measurable terms. The purpose of
assessment in education is to improve both the
teaching process for teachers and the learning
process for the students. Therefore, we can say
that educational assessment is the process of
 FORMS OF
Educational
Assessment
• It may involve formal tests or performance-based
activities
• It may be administered online or using paper and
pencil or other materials
• It may be objective (requiring one answer) or
subjective (there may be many possible answers, like
essays)
• It may be formative (carried out over the course) or
 TYPES OF
Educational Assessment
1. Formative Assessment – used throughout the educational
process, with the goal of identifying problem areas and
improving teaching and learning
2. Summative Assessment – used at the end of the learning
block, as a final test of student’s knowledge
3. Standardized Assessments – provide a path to discover
struggles, successes, accelerations on specific elements
4. Performance-based Assessment – measure student’s
ability to apply skills and knowledge learned from a unit or
units of study
 TYPES OF
Educational
Assessment
5. Norm-Versus Criterion Referenced Assessments -
• referenced assessments are given for the purpose of
comparing student’s results to a particular standard
• norm-referenced tests – standard is based on a large sample
of students, whose score is referred to as the norm
• criterion-referenced tests – compare individual students’
results to a standard, but this time standard is based on the
curriculum and is often designed as a cut off for demonstrating
efficiency
6. Alternative Assessments - used to determine what students
can or can not do with respect to what they already know
PRINCIPLES OF
Educational
Assessment
1. Must be based on defined
objectives and outcomes
2. Must be valid
 PURPOSE OF
ssessmen
Assessmen
for learning
 ASSESSMENT FOR
LEARNING
These are the assessment tasks which are used to
determine learning needs, monitor academic progress of
students during a unit or block of instruction, and guide
instruction.
e.g.
Diagnostic Assessment
Formative Assessment
Assessmen
as learning
 ASSESSMENT AS
LEARNING
• Employs task or activities that provide students with an
opportunity to monitor and further their own learning – to
think about their personal learning habits and how they
can adjust their learning strategies to achieve their goals
• Formative which may be given at any phase of the learning
process
• Involves metacognitive processes like reflection and self
regulation to allow students to utilize their strengths and
work on their weaknesses by directing and regulating their
learning
• Students are accountable and responsible for their own
Assessmen
as learning
 ASSESSMENT OF
LEARNING
• Summative and done at the end of the unit, task or
process or period
• Purpose is to provide evidence of a student’s level of
achievement in relation to curricular outcomes
• Used for grading, evaluation and reporting purposes o
provides the foundation for decisions on student’s
placement and promotion
e.g.
Summative Assessment
Measurement
• Refers to the “limit or quantity”. Quantitative
description of an object’s characteristics or attribute.
• Determines how much learning a student acquired
compared to a standard (criterion) or in reference to
other learners’ in a group (norm-referenced)
• Use tools or instruments like tests, oral presentation,
written reports, portfolios and rubrics to obtain
pertinent information
Evaluation
• Process of judging the quality of a
performance or course of action.
• Finding the value of an educational task.
• Carried out both by the teacher and the
student to uncover how the learning process
is developing.
Formative Assessment
• Judging the worth of the program while the
program is in progress
• Focuses on the process
• Determine deficiencies so that the
appropriate interventions can be done
• Used in analyzing learning materials,
student learning and achievements and
teacher effectiveness
ummative Assessment
• Judging the worth of the program at the end of the
program activities
• Focus is on the result
• Tools used for data gathering: questionnaire, survey
forms, interview/observations guide and test
• Determine the effectiveness of the program based
on its objectives
• Techniques for summative evaluation: pretest-
posttest with experimental and control group; one
group descriptive analysis
Testing
A formal, systematic
gathering information
procedure for
Testing
A formal and systematic procedure for
gathering information with a use of a
test tool.
 Test
• A tool comprised of a set of questions
administered during fixed period of time under
comparable conditions for all students
• Most dominant form of assessment
• Traditional assessment 
• An instrument used to measure a construct and
make decisions
 Test
• Used to measure the learning progress of a
student which is formative in purpose, or
comprehensive covering a more extended time
frame which is summative
• It may not be the best way to measure how
much students have learned but they still
provide valuable information about learning and
their progress
pes of Te
 Type of Test
ORAL TEST
• Answers are spoken
• Measure oral communication skills
• Used to check students’ understanding of
concepts, theories and procedures
• Plagiarism is less likely
• Consumes time and may be stressful to some
students
• Favors extrovert and eloquent students
 Type of Test
WRITTEN TEST
• Activities wherein students either select or
provide a response to a prompt
• Can be administered to a large group at one time
• Can measure students’ written communication
skills
• Can be used to assess lower and higher levels of
cognition provided that questions are phrased properly
enables assessment of a wide range of topics
 Type of Test
FORMS OF WRITTEN TEST
• Alternate response (true/false)
• Multiple choice
• Matching Type
• Short answer
• Essay 
• Completion
• Identification
 Type of Test
PERFORMANCE TEST
• Are activities that require students to
demonstrate their skills or ability to perform
specific actions
• Task are designed to be authentic, meaningful,
in-depth and multidimensional
• Cost and efficiency are some of the drawbacks
• Includes problem-based learning, inquiry task,
exhibits, presentation task and capstone
 Type of Test
PERFORMANCE TEST
• Are activities that require students to
demonstrate their skills or ability to perform
specific actions
• Task are designed to be authentic, meaningful,
in-depth and multidimensional
• Cost and efficiency are some of the drawbacks
• Includes problem-based learning, inquiry task,
exhibits, presentation task and capstone
of quantification
OBJECTIVE
of E
• Corrected and quantified easily
• Scores can be readily compared
• It includes true-false, multiple choice,
completion and matching items
• Test items have single or specific convergent
response
of quantification
SUBJECTIVE
of E
• Elicits varied response
• May have more than one answer
• Includes restricted and extended-response essays
• Its not easy to check because students have the liberty
to write their answers
• Answers are divergent
• Scores are likely to be influenced by personal opinion or
judgement by the person doing the scoring
Administration of Test
INDIVIDUAL TEST
• Given to one person at a time
• Individual cognitive and achievement test are
administered to gather extensive information about
each student’s cognitive functioning and his/her ability
to process and perform specific task
• It can help identify intellectually gifted students
• It can pinpoint those with learning disabilities (LDs)
• It can also observe students closely during the test to
gather additional information
Administration
GROUP TEST
of Test
• Administered to a class or group of examinees simultaneously
• Developed to address the practical need of testing
• Test is usually objective and responses are more or less
restricted
• It does not lend itself for in-depth observations of individual
students
• Less opportunity to establish rapport or help students maintain
interest in the test
• Students are assessed on all items of the test
• Students may become bored with easy items and anxious over
difficult ones
 PROPERTIES STANDARDIZED TEST NON-STANDARDIZED TEST
Prepared by Specialist who are versed in teachers who may not be
the principles of assessment adept at the principles of test
construction
Learning outcomes & Serve as an indicator of Not thoroughly examined for
content measured instructional effectiveness validity
and reflection of the school’s
performance
Quality of test items Consists of multiple choice Uncertain quality; one or
items used to distinguish several formats are used;
between students items not entirely objective
Reliability Can be used for a long period Scores are not subjected to
of time any statistical procedure to
determine reliability; not
intended to be used
repeatedly for a long time
Administration and Administered to a large group Administered to one or few
scoring of students; scoring and classes to measure subject or
procedures consistent; course achievement; no
manuals and guides are established manuals for
e of Interpreting Res
NORM-REFERENCED INTERPRETATION
• Evaluation instruments that measure a student’s
performance in relation to the performance of a
group on the same test
• Comparisons are made and the students relative
position is determined
de of Interpreting Res
CRITERION-REFERENCED
INTERPRETATION
• Describe each student’s performance against an
agreed upon or pre established criterion or level
of performance
• The criterion is not actually a cutoff score but
rather the domain of subject matter- the range of
well-defined instructional objectives or outcomes
• In a mastery test, the cut score is used to
determine whether or not a student has achieved