ASSESSMENT IN LEARNING I

Educ 106

Gemma F. Agustin, MAT

Couse Facilitator
 ED 106 AY2021-2022

ED 106 – ASSESSMENT IN LEARNING 1

Course Outline

Module 1 Shift of Educational focus from content to learning outcomes

Lesson 1 Outcomes-Based Education: Matching Intentions with

Accomplishments
Lesson 2 The Outcomes of Education
Lesson 3 Institutional, Program, Course and Learning Outcomes

Module 2 Measurement, Assessment and Evaluation in Outcomes-Based

Education
Lesson 1 Measurement
Lesson 2 Assessment
Lesson 3 Evaluation

Module 3 Program Outcomes and Learning Outcomes

Lesson 1 Program Outcomes and Student Learning Outcomes
Lesson 2 Program outcomes for Teacher Education
Lesson 3 Three Types of Learning Outcomes
Lesson 4 Domain I : Cognitive (Knowledge)
Lesson 5 Domain II: Psychomotor (Skills)
Lesson 6
Assessing Student Learning Outcomes
Module 4 Lesson 1 Principles of Good Practice in Assessing Learning
Outcomes
Lesson 2 Samples of Supporting Student Activities
Lesson 3 The Outcomes Assessment Phases in the Instructional
Cycle
Lesson 4 Constructive Alignment
Lesson 5 Variety of Assessment Methods, Tools and Tasks
Lesson 6 Portfolio
Lesson 7 Scoring Rubrics
Lesson 8 Assessment Methods and Multiple Intelligences
Lesson 9 Assessment of Learning Outcomes in the K to 12
Program

Module 5 Development of Varied Assessment Tools

Lesson 1 Types of Objective Test
Lesson 2 Planning a Test and Construction of Specifications (TOS)
Lesson 3 Constructing a True-False Test
Lesson 4 Multiple Choice Test
Lesson 5 Matching Type
Lesson 5 Supply Type or Constructed-Response Type
Lesson 6 Essays

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Module 6 Item Analysis and Validation

Lesson 1 Item Analysis
Lesson 2 Validation
Lesson 3 Reliability

Module 7 Performance - Based Test

Lesson 1 Performance-Based Tests
Lesson 2 Performance Tasks
Lesson 3 Rubrics and Exemplars
Lesson 4 Creating Rubrics
Lesson 5 Writing and Selecting Effective Rubrics
Lesson 6 Tips in Designing Rubrics
Lesson 7 Automating Performance-Based Tests

Module 8 GRADING SYSTEMS and the GRADING SYSTEM of the

DEPARTMENT OF EDUCATION
Lesson 1 Norm-Referenced Grading
Lesson 2 Criterion-Referenced Grading
Lesson 3 Four Questions in Grading
Lesson 4 What Should Go Into a Student's Grade
Lesson 5 Standardized Test Scoring
Lesson 6 Cumulative and Averaging Systems of Grading
Lesson 7 Policy Guidelines on Classroom Assessment for the Kto12 Basic
Education, DepED Order No. 8, s. 2015
Lesson 8 Steps in Grade Computation
Lesson 9 Grade Computation
Lesson10 Reporting the Learners' Progress
Lesson 11 Grade Computation
Lesson12 Promotion and Retention at the End of the School Year
Lesson 13 Alternative Grading System

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Indicative Content

Module 1 Shift of Educational focus from content to learning outcomes

Lesson 1 Outcomes-Based Education: Matching Intentions
with Accomplishments
Lesson 2 The Outcomes of Education
Lesson 3 Institutional, Program, Course and Learning
Outcomes

LEARNING OUTCOMES

1. Explain at the three (3) characteristics of outcomes-based education ;

2. Distinguish among institutional outcomes, program outcomes, course outcomes and

learning instructional outcome;

3. Formulate learning outcomes based on given educational objectives.

INTRODUCTION
Reduced to the barest components, the educative process happens between the teacher and the
student. Education originated from the terms "educare" or "educere" which meant to draw out."
Ironically, however, for centuries we succeeded in perpetuating the belief that education is a "pouring
in" process wherein the teacher was the infallible giver of knowledge and the student was the passive
recipient. It followed that the focus of instruction was content and subject matter. We were used to
regarding education basically in terms of designating
a set of subjects to take and when the course is completed we pronounce the students "educated,"
assuming that the instruction and activities we provided will lead to the desired knowledge, skills and
other attributes that we think the course passers would possess.
The advent of technology caused a change of perspective in education, nationally and
internationally. The teacher ceased to be the sole source of knowledge. With knowledge explosion,
students are surrounded with various sources of facts and information accessible through user-friendly
technology. The teacher has become a facilitator of knowledge who assists in the organization,
interpretation and validation of acquired facts and information.

Lesson Outcomes-Based Education: Matching

1 Intentions with Accomplishments

I. Outcomes-Based Education: Matching Intentions with Accomplishment

The change in educational perspective is called Outcomes-Based Education (OBE) which has
three (3) characteristics:
1. It is student centered; that is, it places the students at the center of the process by focusing
on Student Learning Outcomes (SLO).
2. It is faculty driven; that is, it encourage faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
3. It is meaningful; that is, it provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities.

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To implement outcomes-based education on the subject or course level, the following procedure is
recommended:
1. Identification of the educational objectives of the subject/course. Educational objectives are
the broad goals that the subject/course expects to achieve, and defining in general terms the
knowledge, skills and attitude that the teacher will help the students to attain. The objectives are stated
from the point of view of the teacher such as: "to develop, to provide, to enhance, to inculcate, etc."

2. Listing of learning outcomes specified for each subject/ course objective. Since
subject/course objectives are broadly stated, they do not provide detailed guide to be teachable and
measureable. Learning outcomes are stated as concrete active verbs such as: to demonstrate, to
explain, to differentiate, to illustrate, etc. A good source of learning outcomes statement is the
taxonomy of educational objectives by Benjamin Bloom. Bloom's taxonomy of educational objectives
is grouped to three (3):
* Cognitive, also called knowledge, refers to mental skills such as remembering, understanding,
applying, analyzing, evaluating, and synthesizing/creating.
* Psychomotor, also referred to as skills, includes manual or physical skills, which proceed from
mental activities and range from the simplest to the complex such as observing, imitating, practicing,
adapting and innovating.
*Affective also known as attitude, refers to growth in feelings or emotions from the simplest
behavior to the most complex such as receiving, responding, valuing, organizing, and internalizing.
3. Drafting outcomes assessment procedure. This procedure will enable the teacher to determine
the degree to which the students are attaining the desired learning outcomes. It identifies for every
outcome the data that will be gathered which will guide the selection of the assessment tools to be
used and at what point assessment will be done.

Lesson The Outcomes of Education

2
Outcomes-based education focuses classroom instruction on the skills and competencies that
students must demonstrate when they exit. There are two (2) types of outcomes: immediate and
deferred outcomes.

Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level,
a segment of the program, or of the program itself.
Examples:
Ability to communicate in writing and speaking
Mathematical problem-solving skill
Skill in identifying objects by using the different senses
Ability to produce artistic or literary works
Ability to do research and write the results
Ability to present an investigative science project
Skill in story-telling
Promotion to a higher grade level
Graduation from a program
Passing a required licensure examination
Initial job placement

Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a subject; grade level or
degree program.
Examples:
Success in professional practice or occupation.
Promotion in a job.
Success in career planning, health and wellness.

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Awards and recognition.

These are referred to as institutional outcomes.

Lesson Institutional, Program, Course and Learning

3 Outcomes
These are the attributes that a graduate of an institution is expected to demonstrate 3 or more
than 3 years after graduation.

Outcomes in Outcomes-Based Education (OBE) come in different levels:

1) institutional,
2) program
3) course, and
4) learning/instructional/lesson outcomes

Institutional outcomes are statements of what the graduates of an educational institution are
supposed to be able to do beyond graduation.

Example:
Institutional Learning Outcomes:
A CapSU Graduate is a knowledgeable, innovator, researcher, master of change, a leader
entrepreneur, environmentalist, and effective collaborator in their respective fields of discipline.

Program outcomes are what graduates of particular educational programs or degrees are able to
do at the completion of the degree.

Example:
College of Education Program Outcomes:
To produce teachers who REIGNS:
R - Relevant researcher
E - Exemplary “extensionist” and entrepreneurs
I - Innovative instructors, ICT literate
G - God-fearing, goal-oriented, globally competitive
N - Nature-lovers, networkers, and team players
S - Service-oriented

Course or subject outcomes are what students should be able to demonstrate at the end of
course or subject.

Example:
Course Learning Outcomes
At the end of the course the students will be able to:
Cognitive: 1. discuss the characteristics of outcomes-based education
2. cite the difference among measurement, assessment and evaluation
3. explain program outcomes and learning outcomes
4. describe the principles in assessing learning outcomes

Affective: appreciate the value of assessment in improving teaching and learning

Psychomotor: 1. formulate teacher-made tests in accordance with the guidelines in test

construction.

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2. practice ways to perform item analysis

3. construct appropriate scoring rubrics for giving students’
products/performances.
4. compute and assign grade to student achievement based on DepEd
guidelines.

Learning or instructional outcomes are what students should be able to do after a lesson or
instruction.

Example:
1. explain the three (3) characteristics of outcomes-based education ;
2. distinguish among institutional outcomes, program outcomes, course outcomes and
learning instructional outcome;
3. formulate learning outcomes based on given educational objectives.

Institutional outcomes are most broad. These institutional outcomes become more specific in the
level of program or degree outcomes, much more specific in the level of course or subject
outcomes and most specific in the learning or instructional outcomes.

Program outcomes and learning outcomes are discussed more in detail in Lesson 3.

Educational objectives as given in 1.4 are formulated from the point of view of the teacher.

1.4. Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12)
Educational Objectives Learning Outcomes
1. Pagbibigay sa mga mag-aaral ng 1.1 Nailalarawan ang sariling buhay
kaalaman at pang-unawa tungkol sa simula sa pagsilang hanggang sa
tao, kapaligiran at lipunan. kasalukuyang edad.
(Cognitive objectives) 1.2 Nasasabi at naipapaliwanag ang
mga alituntunin sa silid – aralan at
sa paaralan.
1.3 Naiisa-isa ang mga tungkulin ng
isang mabuting mamamayan sa
pangangalaga ng kapaligiran.
2. Paglinang ng kakayahan na 2.1 Nakakasulat ng sanaysay na
magsagawa ng proyektong naglalarawan ng mga taong
pangtahanan at pampayaman bumubuo ng sariling pamilya.
(Psychomotor). 2.2 Nakapagsasagawa ng panayam sa
ilang mahahalagang pinuno ng
sariling barangay at naisusulat ang
mga nakalap.
3. Pagganyak sa mga mag-aaral upang 3.1 Nakasusulat ng tula, awit o
maipamalas ang malalim na maikling kuwento tungkol sa
pagpapahalaga sa kapaligiran kahalagahan ng kapaligiran.
(Affective objective) 3.2 Nakagagawa ng “video
presentation” tungkol sa wastong
pag-aalaga ng kapaligiran.

Educational Objectives
Definition:
An educational objective states what the student will learn and be able to accomplish by the end of
instruction. It describes a specific behaviour which will lead to the desired goal. It is specific and
measurable. It has three major components:

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1. What the student will be able to do.

2. Conditions needed for the student to accomplish the task.
3. Norm for evaluating the student performance.

How to write learning objectives:

Learning Objectives emphasize:

1. students’ performance
2. the end product
3. what students learned

Learning Objectives do not emphasize:

1. teacher performance
2. the subject matter
3. how knowledge was acquired

In order to ensure clear and measurable Learning Objectives, one must focus on:
1. Performance: Describe what is to be learned in with outcome of performance in mind.
2. Norm: Describe clearly what outcome is expected and what level of accuracy is expected in
order for the learning to be judged adequate.
3. Settings: Describe the specific circumstances under which the learner is supposed to perform
and what tools are to be used

Learning outcomes are what students are supposed to demonstrate after instruction.

Learning Outcomes

Definition:
Learning outcomes are statements of what a student will be able to do as a result of a learning activity.
They are specific, measurable, clear, and assessable statements that define what a student is able to do
at the end of a course or completion of a program. These outcomes may involve:
1. Knowledge (cognitive).
2. Skills (behavioral).
3. Attitudes (affective behavior)

All three above statements must show evidence that learning has occurred.

How to write learning outcomes:

When writing learning outcomes:
1. Focus on what the student can do.
2. Address the observable outcomes, not what was taught.
3. Use active verbs since they are easier to measure (see attached list).
4. Have clear defined expectations concerning the criteria related to the outcome.
a. Including specific examples of i.e. images, software, tools etc…
b. Think of the student after they have used or read an artifact, what they should be able
to do as a result of using the tools presented for each specific activity.
Example:

1. Each objective will have one learning outcome associated with it.

Objective 1: The student will be able to use an appropriate technology to address the needs of
autistic children in the classroom.

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Learning Outcome 1: At the end of the course (program) the student will be able to create
lesson plans using Inspiration to teach autistic students how to draw a picture
independently.
Objective 2: The student will be able to adapt any assistive technology to address the problems of
behavioral problems.
Learning Outcome 2: At the end of the program the student will be able to create an activity
teaching autistic children how to behave in the classroom.

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1.5 Exercises.
A. Give and explain 3 characteristics of OBE.

B. Distinguish among institutional, program, course and lesson instructional outcome.

C. The following statements are incorrect. On the blank before each number, write the letter of the
section which makes the statement wrong, and on the blank after each number, re-write the wrong
section to make the statement correct.
1. Because of knowledge explanation/brought about by the use /
(a) (b)
of computers in education/the teacher ceased to be the sole source of knowledge.
(c) (d)

2. At present, / the teacher is the giver of knowledge/ by assisting/

(a) (b) (c)
in the organization of facts and information.
(d)

3. The change of focus/in instruction/from outcomes to content/is known as

Outcomes-
(a) (b) (c)
Based Education (OBE).
(d)

4. A good source/ of subject matter statement/ is Benjamin Bloom’s/ Taxonomy of

(a) (b) (c)
Educational Objectives.
(d)

5. Education comes/ from the Latin root/”educare” or educere”/ which means “to
(a) (b) (c) (d)
pour”.

6. In the past, / the focus/ of instruction/was learning outcomes.

(a) (b) (c) (d)

7. “Pagbibigay sa mga mag-aaral ng kaalaman at pang-unawa tungkol sa tao,

(a)
kapaligiran at lipunan”/ is an example/ of learning outcomes.
(b) (c) (d)

8. Ability to communicate/ in writing and speaking is an example of deferred

outcome.
(a) (b) (c) (d)

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9. The content and the outcome/ are the two /main elements/ of the educative
process.
(a) (b) (c) (d)

10. “Nailalarawan ang sariling buhay/ simula sa pagsilang hanggang sa kasalukuyang

(a) (b) (c) (d)
edad”/ is an example/ of educational objective.
(c) (d)

C. The following are educational objectives for the subject Elementary Science (K to 12).
For every educational objective, formulate to learning outcomes:
Educational Objectives Learning Outcomes
1. To provide instruction that will enable 1.1 The pupils can ____________________
the pupils to understand their immediate ___________________________________
physical environment by using their senses, ___________________________________
questioning, sharing ideas and identifying ___________________________________
simple cause – and – effect relationship. 1.2 The pupils can ____________________
(Cognitive objective) ___________________________________
___________________________________

2. To equip the pupils with the skill to 2.1 The pupils can ____________________
conduct guided investigation by following a ___________________________________
series of steps that includes making and ___________________________________
testing predictions, collecting and recording
data, discovering patterns and suggesting 2.2 The pupils can ____________________
possible explanations. (Psycho-motor ___________________________________
objective) ___________________________________

3. To encourage among the pupils a deep 3.1 The pupils can ____________________
understanding and appreciation of the ___________________________________
differences of the plant and animal groups ___________________________________
found in the locality. 3.2 The pupils can ____________________
___________________________________
___________________________________

D. Differentiate each of the following pairs by explaining the meaning of each and giving examples
for further clarification.

1. Educational objective and learning outcome.

2. Immediate outcome and deferred outcome
3. Content and learning outcome
4. Institutional and program outcome
5. Program outcomes and course outcomes
6. Student-centered instruction and content-centered instruction
7. “to develop communication skills “ and “can communicate orally and in writing”

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Indicative Content
Measurement, Assessment and Evaluation in Outcomes-Based
Module 2 Education
Lesson 1 Measurement
Lesson 2 Assessment
Lesson 3 Evaluation

LEARNING OUTCOMES

1. Distinguish among measurement, assessment, and evaluation

2. Explain the meaning of assessment FOR, OF, and AS learning.

Introduction
With the change of focus in instruction from content to learning outcomes came the need to
redefine and clarify the terms used to determine the progress of students towards attainment of the
desired learning outcomes. These are measurement, evaluation, and assessment.

Lesson 1 Measurement

2.1 Measurement
Measurement is the process the process of determining or describing the
attributes or characteristics of physical objects generally in generally in terms of
quantity. When we measure, we use some standard instrument to find out how long,
heavy, hot, voluminous, cold. Such instruments may be fast or straight some things
are. Such instruments may be ruler, scale, thermometer or pressure gauge. When we
measure, we are actually collecting quantitative information relative to some
established standards. To measure is to apply a standard measuring device to an
object, group of objects, events or situations according to procedure determined by
one who is skilled in the use of such device.
Sometimes, we can measure physical quantities by combining directly
measurable quantities to form derived quantities. For example, to find the area of a
rectangular piece of paper, we simply multiply the lengths of the sides of the paper. In
the field of education, however, the quantities and qualities of interest are abstract,
unseen and cannot be touched and so the measurement process becomes difficult;
hence, the need to specify the learning outcomes to be measured.
For instance, knowledge of the subject matter is often measured through
standardized test results. In this case, the measurement procedure is “testing”. The same
concept can be measured in another way. We can ask a group of experts to rate student's (or a
teacher's) knowledge of the subject matter in a scale of 1 to 5 with 1 being the lowest and 5 the
highest. In this procedure, knowledge of the subject matter is measured thorough
perceptions.

1. Types of Measurement
Measurements can therefore be objective (as in testing) or subjective (as in perceptions). In
the example cited, testing produces objective measurements while expert ratings provide Subjective
measurements. Objective measurements are more stable than subjective measurements in the sense

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that repeated measurements of the same quantity or quality of interest will produce more or less the
same outcome. For this reason many people prefer objective measurements over subjective
measurements whenever they are available. However, there are certain facets of the quantity or
quality of interest that cannot be successfully captured by objective procedures but which can be done
by subjective methods e.g. aesthetic appeal of a product or project of a student, student's performance
in a drama, etc. It follows that it may be best to use both methods of assessment whenever the
constraints of time and resources permit.
Whether one uses an objective or subjective assessment procedure, the underlying principle in
educational measurement is summarized by the following formula:

Measurement of Quantity or Quality of Interest= True value plus random error

Each measurement of the quantity of interest has two components: a true value of the quantity
and a random error component. The objective in educational measurement is to estimate or
approximate, as closely as possible, the true value of the quantity of interest, e.g. true knowledge of
the subject matter. This is a tall order and one which will occupy most of our time in this particular
course.
Objective measurements are measurements that do not depend on the person or individual
taking the measurements. Regardless of who is taking the measurement, the same measurement values
should be obtained when using an objective assessment procedure. In contrast, subjective
measurements often differ from one assessor to the next even if the same quantity or quality is being
measured.

1. Measuring Indicators, Variables and Factors

An educational variable (denoted by an English alphabet, like x) is a measurable
characteristic of a student. Variables may be directly measurable as in X = age or X = height of a
student. However, many times a variable cannot be directly measured like when we want to measure
“class participation” of a student. For those variables where direct measurements are not feasible, we
introduce the concept of indicators.
An indicator, I, denotes the presence or absence of a measured characteristic. Thus:
I = 1, if the characteristic is present
I = 0, if the characteristic is absent.
For the variable X = class participation, we can let I1, I2 ,… In denote the participation of a
student in n class recitation and let X = sum of the I’s divided by n recitations. Thus, if there were n =
10 recitations and the student participated in 5 of these 10, then X = 5/10 or 50%.
Indicators are the building blocks of educational measurement upon which all other forms of
measurement are built. A group of indicators constitute a variable. A group of variables form a
construct or a factor. The variables which form a factor correlate highly with each other but have
low correlations with variables in another group.
Example: The following variables were measured in a battery of tests:

X1 = Computational skills
X2 = Reading skills
X3 = Vocabulary
X4 = Logic and reasoning
X5 = Sequences and series
X6 = Manual dexterity
These variables can be grouped as follows:
Group 1 X1, X4, X5 = Mathematical ability factor
Group 2 X2 X3 = Language ability factor
Group 3 X6 = Psychomotor ability factor

In educational measurement, we shall be concerned with indicators, variables and factors in

the field of education.

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Lesson 2 Assessment
2.2. Assessment
The term assessment is derived from the Latin assidere which means "to sit beside" (Wiggins,
1993)
Assessment is the process of gathering evidence of students’ performance over a period of time
to determine learning and mastery of skills. Such evidences of learning can take the forms of dialogue
record, journals, written work, portfolios, tests and other learning tasks. Assessment requires review
of journal entries, written work, presentation, research papers, essays, story written, test results, etc.
The overall goal of assessment is to improve student learning and provide students, parents and
teachers with reliable information regarding student progress and extent of attainment of the expected
learning outcomes. Assessments use, as basis, the levels of achievement and standards required for the
curricular goals appropriate for the grade or year level. Assessment results show the more permanent
learning and clearer picture of the student's ability.
Assessment of skill attainment is relatively easier than assessment of understanding and other
mental ability. Skills can be practised and are readily demonstrable. Either the skill exists at a certain
level or it doesn't. Assessment of understanding is much more complex. We can assess a person's
knowledge in a number of ways but we need to infer from certain indicators of understanding through
written descriptions. Assessment of learning outcomes will be treated in a separate chapter.

Lesson 3 Evaluation
2.3. Evaluation
Evaluation originates from the root word "value" and so when we evaluate, we expect our
process to give information regarding the worth, appropriateness, goodness, validity or legality of
something for which a reliable measurement has been made. Evaluation is a process designed to
provide information that will help us to make a judgment about a particular situation. The end result
of evaluation is to adopt, reject or revise what has been evaluated.
Objects of evaluation include instructional programs, school projects, teachers, students, and
educational goals. Examples include evaluating the "education for all" project of a school
district, the comparative effectiveness of two remedial read programs, correlation between
achievement test results and diagnostic test results, and attributes of an effective teach. Evaluation
involves data collection and analysis and quantitative and qualitative methods. Evaluation can help
educators determine the success of their academic programs and signal effort improve student
achievement. It can also help identify the success factors of programs and projects.
Evaluations are often divided into two broad categories. formative and summative.
Formative evaluation is a method of judging the worth of a program while the program activities are
in progress. This type of evaluation focuses on the progress. The results of formative evaluation give
opportunities to the proponents, learners and teachers how well the objectives of the program are
being attained. Its main objective is to determine deficiencies so that the appropriate interventions can
be done. Formative evaluation may also be used in analyzing learning materials, student learning and
achievements and teacher effectiveness.
Summative evaluation is a method of judging the worth of a program at the end of the
program activities. The focus is on the result. The instruments used to collect data for summative
evaluation are questionnaire, survey forms, interview/observation guide and tests. Summative
evaluation is designed to determine the effectiveness of a program or activity based on its avowed
purposes. Scriven gave as techniques for summative evaluation: pretest-posttest with one group; pre-
test post-test with experimental and control groups; one group descriptive analysis. The subject of
evaluation is wider than assessment which focuses specifically
on student learning outcomes.
To summarize, we measure height, distance, weight; we assess learning outcome; we evaluate
results in terms of some criteria or objectives.

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2.4 Assessment FOR, OF and AS Learning

The preposition "for" in assessment FOR learning implies that assessment is done to improve
and ensure learning. This is referred to as FORmative assessment, assessment that is
given while the teacher is in the process of student formation (learning). It ensures that learning is
going on while teacher is in the process of teaching. Teacher does not lose anything if as he/she
teaches he/she checks for understanding now and then. This is to ensure that before he/she proceeds
further or comes near the end of the chapter, unit or course or grading period, the students understood
the lesson. It will be tragic and a waste of time if teacher just proceeds
with his/her teaching presuming that students understood the lesson only to discover at the end of the
unit or grading period that students after all did not understand the lesson. So much time has already
been wasted.
Besides, lack of understanding of the lesson must have been compounded because the "ABCs"
of the lesson weren't mastered and teacher already proceeded to "XYZ". Too late to discover that at
the end of a unit or a grading period the students did not learn what was expected of them.
Formative assessment also includes the pretest and the posttest that a teacher gives to ensure
learning. This is also termed pre-assessment.
Why the pretest? It is to find out where the students are or determine their entry knowledge or
skills so teacher knows how to adjust instruction.
Why the posttest? It is to find out if the intended learning outcome has been attained after the
teaching-learning process. If not all students have attained it, then teacher has to apply an intervention
or a remediation. Why do these have to take place? To ensure learning, thus the term assessment FOR
learning.
In Assessment FOR Learning, teachers use assessment results to inform or adjust their
teaching. 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 Leaning.
Assessment AS learning is associated with self-assessment. As the term implies, assessment by itself
is already a form of learning for the students.

Assessment
AS
Assessment Learning Assessment
FOR OF Learning
Learning Assessment
Assessment

Assessment
Assessment
AS Learning

Figure 1. Various Approaches to Assessment

As students assess their own work (e.g. a paragraph) and/ or with their peers with the use of
scoring rubrics, they learn on their own what a good paragraph is. At the same time, as
they are engaged in self-assessment, they learn about themselves as learners (e.g. paragraph writers)
and become aware of they learn. In short, in assessment AS learning, students set their targets,
actively monitor and evaluate their own learning in relation to their set target. As a consequence,
they become self-directed or independent learners. By assessing their own learning, they are learning
at the same time.

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2.5. Exercises

A. Each of the following statements refers either to (a) measurement, (b) assessment, or (c)
evaluation. On the blank after each number write the letter corresponding to your answer:

Statements Answer
1. Over-all goal is to provide information regarding the extent of attainment B
of student learning outcomes.
2. Can help educators determine the success factors of academic programs and C
projects.
3. Uses such instruments as ruler, scale or thermometer. A
4. Used to determine the distance of a location. A
5. Process designed to aid educators make judgment and indicate solutions to C
academic situations.
6. Can determine skill attainment easier than attainment of understanding. B
7. Process of gathering evidence of student competencies/skills over a period B
of time.
8. Results show the more permanent learning and clear picture of student's B
ability.
9. Objects of study may be instructional programs, school projects, teachers, B
students or tests results.
10. Usually expressed in quantities. A

B. List down three (3) activities or processes involved in each of the following:
1. Measurement
a.
b.
c.

2. Assessment
a.
b.
c.

3. Evaluation
a.
b.
c.

C. Differentiate each of the following pairs; examples maybe cited further to clarify the meaning.
1. Assessment and Evaluation

2. Formative evaluation and summative evaluation

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3.Mental skill and Manual skill

4. Measurement and evaluation

D. By means of a diagram, show that institutional outcomes are most broad statements compared to
program/degree outcomes, course, subject outcomes and learning/instructional outcomes.

E. Formative assessment is “when the cook tastes the soup while summative assessment is when the
guest tastes the soup.” O you agree? Why or why not?

F. “All tests are forms of assessment, but not all assessments are tests: Which definitions of
assessment given in F support this statement.

G. Here are how authors distinguish measurement, assessment and evaluation:

Evaluation is the process of making judgments based on criteria and evidence.

Assessment is the process of documenting knowledge, skills, attitudes and beliefs usually in
measurable terms. The goal of assessment is to make improvements, as opposed to simply
being judged.

In an educational context, assessment is the process of describing. collecting, recording,

scoring, and interpreting of information about learning.

Measurement refers to the process by which the attributes or dimensions of some physical
objects are determined with the exception of IQ or attitudes.

Assessment is a process by which information is obtained relative to some known objective or

goal. A test is a special form of assessment.

Evaluation is a process designed to provide information to help one make a judgement about a
given situation. (source: www.adprima.com/measurement.htm)

Based on the notes given above, distinguish among measurement, assessment and evaluation.

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