Assessme

nt
Of
Student
Learning
1

Ivy Joyce Bassig

BEed III
Mr. Carlos Villaester
Professor
1. What is measurement?
Measurement can therefore be objective (as in testing) or
subjective (as in perception). Objective measurements are more
stable that subjective measurements in the sense that repeated
measurements of the same quality and quantity of interest will
produce more or less the same outcome. Objective measurements are
measurements that do not depend on the person or individual taking
the measurement. Regardless of who is taking the measurement, the
same measurement values be obtained when using an objective
assessment procedure. While, subjective measurements often differ
form one assessor to the next even if the same quantity or quality is
being measured.
In the field of educational measurement, the quantities and
qualities of interest are more abstract, unseen and cannot be touched.
These make measurement process in education more difficult. The first
step towards evaluating a field of study into a science is to take
measurements of the qualities and quantities of interest in the field.
Knowledge

of

the

subject

matter

is

often

measured

through

standardized test results. In this case, the measurement procedure is

testing.
In educational measurement, we shall be concerned with
indicators, variables and factors of interest in the field of education.
Indicators are the building blocks of educational measurement upon
which all other forms of measurement are built. Assessment is the
systematic collection of information about student learning, using the
time, knowledge, expertise, and resources available, in order to inform
decisions that affect student learning.

2. What is assessment?
The word assesses Latin verb assidere meaning to sit
with. In assessment, one should sit with the learner. This implies, it is
something we do with and for student and not to students.
Assessment is the process of identifying, gathering and interpreting
information

about

students'

learning.

The

central

purpose

of

assessment is to provide information on student achievement and

progress and set the direction for ongoing teaching and learning.
Assessment for learning occurs when teachers use inferences
about students progress to inform their teaching. Assessment as
leaning occurs when students reflect on and monitor their progress to
inform future learning goal. Assessment of learning occurs when
teachers use evidence of students learning to make judgment on
student achievement against goal and standards. Once measurements
are taken of an educational quality or quantity of interest, the next is
to assess the status of that educational phenomenon. Assessment
for learning is best described as a process by which assessment
information is used by teachers to adjust their teaching strategies, and
by students to adjust their learning strategies.
Assessment, teaching and learning are inextricably linked, as
each informs the others

3. Why is assessment important?

Assessment is important because of all the decisions you will
make about children when teaching and caring for them.
Assessment results provide qualitative information that helps
faculty determine how they might improve courses and/or programs
through changes in curriculum, teaching methodologies, course
materials, or other areas. When integrated into the planning cycle for
curriculum development and review, assessment results can provide a
powerful rationale for securing support for curricular and other
changes.
Assessment may provide comparative data that can give you
valuable information on how well your students are meeting the
learning outcomes for your course or program.
Most important, assessment is a tool that leads to a
continuous cycle of improved student learning.

4. What are the levels of assessment according to the Kto12

curriculum?
LEVELS OF ASSESSMENT
These levels shall be the outcomes reflected in the class record
and shall be given corresponding percentage weights as follows:
LEVEL OF ASSESSMENT PERCENTAGE WEIGHT

Knowledge 15% the substantive content of the curriculum, the

facts and information that the student acquires.
Process or Skills 25% Skills or cognitive operations that the
student performs on facts and information for the purpose of
constructing meanings or understandings.
Understanding (s) 30% Enduring big ideas, principles and
generalizations inherent to the discipline, this may be assessed using
the facets of understanding which may be specific to the discipline.
Products

Performances

30%

Real-life

application

of

understanding as evidenced by the students performance of authentic

tasks.
TOTAL = 100%

5. What are the levels of cognitive domain?

Cognitive Domain

Domain of thought process.

Deals with the recall or recognition of knowledge and the

development of intellectual abilities and skills.
Knowledge

Recall, remembering of prior learned materials in terms of facts,

concepts, theories and principles.

It is the lowest level of cognitive level.

Comprehension

Ability to grasp the meaning of material.~ It indicates the lowest

form of understanding.
Application

the ability to use learned material in new concrete situation

Analysis

Ability to break down material into component parts so that its

organizational structure may be understood.
Synthesis

Ability to put parts together to form a new whole.

Evaluation

Ability to pass judgment on something based on criteria.

6. What are the principles of high quality assessment?

Clarity of Learning Targets

Assessment can be made precise, accurate and dependable

only if what are to be achieved are clearly stated and feasible. The
learning targets, involving knowledge, reasoning, skills, products and
effects, need to be stated in behavioral terms which denote something
which can be observed through the behavior of the students.
(Knowledge, Reasoning, Skills, Products, Affects)
Assessment can be made precise, accurate and dependable
only if what are to be achieved are clearly stated and feasible. The
learning targets, involving knowledge, reasoning, skills, products and
effects, need to be stated in behavioral terms which denote something
which can be observed through the behavior of the students.
APPROPRIATENESS OF ASSESSMENT METHODS.
Written-Response Instruments

Objective tests appropriate for assessing the

various levels of hierarchy of educational objectives

Essays can test the students grasp of the higher

level cognitive skills

Checklists list of several characteristics or activities

presented to the subjects of a study, where they will
analyze

and

place

mark

opposite

to

the

characteristics.
VALIDITY

Something valid is something fair.

A valid test is one that measures what it is supposed to

measure.

Reliability

Is the extent to which an experiment, test, or any measuring

procedure yields the same result on repeated trials.
Fairness

assessment procedure needs to be fair, which means:

Students need to know exactly what the learning targets are
and what method of assessment will be used

Assessment has to be viewed as an opportunity to learn

rather than an opportunity to weed out poor and slow
learners

Freedom from teacher-stereotyping

Practicality and Efficiency

Teachers should be familiar with the test,

does not require too much time

implementable

Ethics in Assessment

right and wrong

conforming to the standards of conduct of a given profession or group

7. What is evaluation?
Evaluation implies that measurements and assessment of an
educational characteristic had been done and that it is now desired to
pass on value judgment on the educational outcome. Evaluation
provides a tool for determining the extent to which an educational
process or program is effective and at the same time indicates
directions for remediating processes of the curriculum that do not
contribute to successful student performance. Effective program
evaluation

is

improvement

systematic

and

renewal

process
and

that

focuses

discovering

peaks

on

program

of

program

excellence. Evaluation is the process of gathering and interpreting

evidence regarding the problems and progress of individuals in
achieving desirable educational goals.

8. What are the types of evaluation?

Types of Evaluation:
Summative

Evaluation is concerned with what students have learned.

This implies that the instructional activity has for the most
part been completed and that little correction of learning
deficiencies is possible.

This is done at the end of the project and involves

considering the project as a whole, from beginning to
'end'.
Diagnostic

Evaluation is used detect students learning difficulties

which are not revealed by formative test or checked by
remedial instruction and other instructional adjustments.
Formative

Evaluation provides the students with feedback regarding

his success or failure in attaining instructional objectives.

Identifies the specific learning errors that need to be

corrected

and provides reinforcement for successful

performance as well.

Evaluates a program during development in order to

make early improvements.

Helps to refine or improve program.

Placement

Evaluation accounts for a students entry behavior or

performance.

It determine the knowledge and skills he possesses which

are necessary at the beginning of instruction in a given
subject area.
Process Evaluation

This involves judging the activities or strategies of your

project. This often involves looking at what has been
done, who has been reached and the quality of the
activities.

Determines

if

specific

program

strategies

were

implemented as planned.

Focuses on program implementation.

Impact/Output Evaluation

This involves judging the extent to which your project has

had an effect on the changes you were seeking. In other
words, the extent to which your project has met its goal
and objectives. Impact evaluation judges how well the
objectives

were

achieved

and

outcome

evaluation

involves judging how well the goal has been achieved.

9. What are the functions of evaluation?

Assessment plays an important and a number of roles in
making instructional decisions:
Diagnostic Role. Assessment may also be done for diagnostic
purposes. In this case, we are interested in determining the gaps in
learning or learning processes, hopefully, to be able to bridge these
gaps.
Summative Role. Assessment may be done for summative
purposes as in the illustration given. Summative assessment tries to
determine the extent to which the learning objectives for a course are
met and why.
Formative Assessment. Assessment guides the teacher on
his/her day to day teaching activity. In the context of teaching learning
situation, the formative value of assessment is perhaps the most
important. It allows the teacher to redirect and refocus the courses of
teaching a subject matter.

Placement. Assessment plays a vital role in determining the

appropriate placement of a student both in terms of achievement and
aptitude. Aptitude refers to the area or discipline where a student
would most likely excel or do well.