Prof Ed 8

Assessment in Learning 1
1st Semester, AY 2020-2021

Prepared by:

Jhoremar Maldo Asis, LPT

Faculty, College of Teacher Education

Saint Joseph College, Maasin, Southern Leyte

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 Republic of the Philippines
Saint Joseph College
Maasin City, Southern Leyte
College of Teacher Education
First Semester, A.Y. 2020-2021

Course Modules For: Prof Ed 8- Assessment in Learning 1

Course Description
This is a course that focuses on the principles, development and utilization of
conventional assessment tools to improve the teaching-learning process. It emphasizes
on the use of assessment of, as, and for in measuring knowledge, comprehension and
other thinking skills in the cognitive, psychomotor or affective domains. It allows students
to go through the standard steps in test construction and development and the application
in grading systems.
Grading System
Each student shall be assessed on the following:
Midterm Finals:
Written test – 40% Written test – 30%
Class standing – 60% Portfolio – 40%
Class standing – 30%

Learning Outcomes:
After completing this course, the students must be able to:
1. Illustrate examples of measurement, assessment and evaluation in determining the
progress of students towards attaining the desired learning outcomes.
2. Differentiate program outcomes from student learning outcomes through examples.
3. Give examples of learning outcomes in the cognitive, psychomotor and affective
domains
4. Explain the principles in assessing learning outcomes through examples and
illustrations.
5. Distinguish the meanings and uses of: item analysis, validity, reliability, difficulty index
and discrimination index
6. Compute for the Measures of Central Tendency and Dispersion, and
7. Demonstrate understanding of the principles in assigning grades and implementing
grading systems.

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 Learning Outcomes

At the end of this module, the students can:

1. Demonstrate understanding on the basic concepts of assessment in learning and the

different principles in assessing learning.

2. Construct learning targets that match appropriate assessment methods; and

3. Formulate examples of the different classifications of assessment.

Lesson Outline:

1. Basic Concepts and Principles in Assessing Learning

2. Assessment Purposes, Learning Targets, and Appropriate Methods

3. Different Classifications of Assessment

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 Learning Outcomes

In this lesson, you are expected to:

• Discuss the significance of assessment in learning;

• Describe assessment in learning and related concepts; and
• Demonstrate understanding of the different principles in assessing learning
through the preparation of an assessment plan.

Introduction

A substantial teaching-learning process could not be achieved without the idea of

assessment. Assessment serves as a roadmap for improving teaching and strengthening
learning. Since its emphasis is on improvement, thus it is student-focused and that it
serves as a model on how students gained knowledge and develop competence in any
learning discipline. Assessment is a process not solely a document, hence teachers play
a significant role in this course. It is a two-way process wherein the teacher as the
assessor and the students as active recipients of feedback about their achievement in a
particular learning area. To make certain that assessment would lead all students to
quality learning, teachers should continually assess the students’ understanding in every
classroom instruction and provide them with comprehensive feedback that will lead them
in determining the next steps for instruction.

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Engage

A cross-word puzzle is given below. Encircle the words that are somehow related to the
idea of assessment in learning. There are ten (10) words to be identified.

M L E I L O H I F S U V I A

I E V A L U A T I O N U D C

N A A B C U L Y D S G N O H

L R E S K I L L S N T U K I

O N D Y U D I U V E F T I E

P I C I G R I T M O N P Y V

D N M A S T E R Y E L L M E

R G E T Y I O M G I T P O M

A M J I C O M P E T E N C E

V A D L I R U T S N S T O N

M F E E D B A C K Y T O I T

B I M K O L T Y F E D T U V

P E R F O R M A N C E P C N

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Explore

With the words that you have identified in the previous activity, complete the
concept map below and construct your own definition of assessment. You may write your
answer below.

ASSESSMENT

Assessment is:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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Explain

Guide Questions

1. What is assessment in learning?

2. How similar or different is assessment from measurement and evaluation?

3. What are the different types of assessment? How are they related to each other?

4. Give the core principles in assessing learning?

The Concept of Assessment

The word assessment is rooted in the Latin word assidere, which means “to sit
beside another”. Assessment is generally defined as the process of gathering quantitative
and/or qualitative data for the purpose of making decisions. Assessment in learning is
vital to the educational process similar to curriculum and instruction. Schools and
teachers will not be able to determine the impact of curriculum and instruction on students
or learners without assessing learning. Therefore, it is important that educators have
knowledge and competence in assessing learning.

Assessment is the process of collecting evidence of students’ performance over a

period of time to determine learning and mastery of skills (Corpuz, et. al., 2017).
Evidences of learning may take any form of learning tasks. Some common learning tasks
are the journals, written works, portfolios, and tests. In broader sense, the goal of
assessment is to improve the performance of the students and that the students, as well
as the parents and teachers, will be provided with infallible information about the students’
progress and the level of attainment with respect to the expected learning outcomes.
Specifically, the purpose of assessment is to collect pertinent information about the
performance or progress of the students or their interests. The gathered information will
be the basis for making judgements about their learning process. The results will help
the teachers reflect on each student’s level of achievement and use them to customize
their teaching plans.

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 Assessment is a term that pertains to different ways that the teacher should adapt
in gathering information since student learning requires the use of a good number of
techniques for measuring achievement (Linn, 2003). Effective teaching is achieved if the
teachers employ different techniques of assessment that will correlate with the goals they
have plan for the students. If a teacher uses incorrect assessment method there is a risk
of using appropriate measurement for their students’ level of achievement in connection
with the learning outcomes for a specific lesson. Teachers should bear in mind that
assessment results manifest more permanent learning and apparent picture of student’s
ability.

Measurement and Evaluation

Along with the term assessment, measurement and evaluation are used
interchangeably in the educational context. However, the concepts of these terms are
closely related.

Measurement is defined as the process of assigning numbers to the individual’s

achievement, intelligence, personality, attitudes and values. It is used to quantify the
students’ gained knowledge through the use of tests, questionnaire, rating scales,
checklists and other devices. It is also used in getting objective information about the
student’s performance. Like for instance, a teacher gave his/her class a ten-item quiz is
using measurement of what his/her students learned from the topic discussed.
Measurement in the context of education aims to: (a) arrive a sound conclusion regarding
on the students’ standing with respect to a specified educational outcome; (b) document
students’ ability, achievement or interests; (c) gauge students’ progress toward specified
educational goals; and (d) improve the teaching-learning process.

After an appropriate measurement has been made, the process of judging the
worth, goodness, validity or legality of the information being obtained from such
measurement is called evaluation. Evaluation is the process of providing information that
will help in making judgement about a particular situation. To adopt, reject or revise what
has been evaluated is the outcome of evaluation. Evaluation occurs after the information
has been collected since it is the proper time for the teachers to formulate judgement
about the performance of the students. Teachers evaluate students’ performance as to
what extent the students attained the learning outcomes. Evaluation does not only used
in judging the students’ performance but it is also applicable in evaluating instructional
programs, school projects and educational goals. Comparing the efficacy of two remedial
programs and determining the correlation between achievement test results and

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diagnostic test results are examples of evaluation. Data collection, data analysis,
quantitative and qualitative methods are the important elements of evaluation. With all
these relevant elements, evaluation can give a sufficient idea for the educators to
determine the success of their academic programs and give hint as to the need to improve
student learning.

Types of Assessment in Learning

When planning assessment, it should start when teacher plans his instruction. That
is, when writing learning outcomes up to the time when the teacher assesses the extent
of achieving the learning outcomes. Teachers made decisions from the beginning of
instruction up to the end of instruction.

1. Beginning of Instruction

Placement assessment is used to determine what the learners already know or

what are their needs that could inform design of instruction. Its purpose is to determine
the prerequisite skills, degree of mastery of the course objectives and the best mode of
learning. Grouping of learners based on the results of placement assessment is usually
done before instruction to make it relevant to address the needs or accommodate the
entry performance of the learners. The entrance examination given in schools is an
example of a placement assessment.

2. During Instruction

During the instructional process, the main concern of a classroom teacher is to

monitor the learning progress of the students. Teacher should assess whether students
achieved the intended learning outcomes set for a particular lesson.

Formative assessment refers to assessment activities that provide information to

both teachers and learners and learners on how they can improve the teaching-learning
process. This type of assessment is formative because it is used at the beginning and
during instruction for teachers to assess learner’s understanding. The information
collected on student learning allows teachers to make adjustments to their instructional
process and strategies to facilitate learning. Through performance reports and teacher
feedback, formative assessment can also inform learners about their strengths and
weaknesses to enable them to take steps to learn better and improve their performance
as the class progresses.

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 Diagnostic assessment aims to detect the learning problems or difficulties of the
learners so that corrective measures or interventions are done to ensure learning.
Diagnostic assessment is usually done right after seeing signs of learning problems in the
course of teaching. It can also be done at the beginning of the school year for spirally-
designed curriculum so that corrective actions are applied if pre-requisite knowledge and
skills for the targets of instruction have not been mastered yet.

3.End of Instruction

Summative Assessments are assessment activities that aim to determine

learner’s mastery of content or attainment of learning outcomes. They are summative, as
they are supposed to provide information on the quantity or quality of what students have
learned or achieved at the end of instruction. While data from summative assessment is
typically used for evaluating learners’ performance in class, these data also provide
teachers with information about the effectiveness of their teaching strategies and how
they can improve their instruction in the future. Through performance reports and teacher
feedback, summative assessment can also inform learners about what they have done
well and what they need to improve on in their future classes or subjects.

Traditional vs Authentic Assessment

Traditional assessment refers to the use of conventional strategies or tools to

provide information about the learning of students. Typically, objective (e.g., multiple
choice) and subjective (e.g., essay) paper-and-pencil tests are used. Traditional
assessments are often used as basis for evaluating and grading learners. They are more
commonly used in classrooms because they are easier to design and quicker to be
scored.

Authentic assessment refers to the use of assessment strategies or tools that

allow learners to perform or create a product that are meaningful to the learners, as they
are based on real-world contexts. The authenticity of assessment tasks is best described
in terms of degree rather than the presence or absence of authenticity. Hence, an
assessment can be more authentic or less authentic compared with other assessments.
The most authentic assessments are those that allow performances that most closely
resemble real-world tasks or applications in real-world settings or environments.

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Principle in Assessing Learning

1. Assessment should have a clear purpose. Assessment starts with a clear purpose.
The methods used in collecting information should be based on this purpose. The
interpretation of the data collected should be aligned with the purpose that has been set.

2. Assessment is not an end itself. Assessment serves as a means to enhance student

learning. It is not a simple recording or documentation of what learners know and do not
know. Collecting information about student learning should lead to decisions that will allow
improvement of the learners.

3. Assessment is an ongoing, continuous, and a formative process. Assessment

consists of a series of tasks and activities conducted over time. It is not a one-shot activity
and should be cumulative. Continuous feedback is an important element of assessment.
must be specific. “Good work!” is positive feedback and is welcome but actually not a very
good feedback since it is not specific.

4. Assessment is learner-centered. Assessment is not about what the teacher does but
what the learner can do. Assessment of learners provides teachers with an understanding
on how they can improve their teaching which corresponds to the goal of improving
student learning.

5. Assessment is both process- and product-oriented. Assessment gives equal

importance to learner performance or product and the process they engage in to perform
or produce a product.

6. Assessment must be comprehensive and holistic. Assessment should be

performed using a variety of strategies and tools designed to assess student learning in
a holistic way. Assessment should be conducted in multiple periods to assess learning
over time.

7. Assessment requires the use of appropriate measures. For assessment to be valid,

the assessment tools or measures used must have sound psychometric properties,
including, but not limited to, validity and reliability. Appropriate measures also mean that
learners must be provided with challenging but age- and context-appropriate assessment
tasks.

8. Assessment should be as authentic as possible. Assessment tasks or activities

should closely, if not fully, approximate real-life situations or experiences. Authenticity of
assessment can be thought of as a continuum from least authentic, with more authentic
tasks expected to be more meaningful for learners.

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Elaborate

A. To determine whether you have acquired the needed information about the basic
concepts and principles in assessment, use the space provided to draw a metaphor (i.e.,
any object, thing, or action you could liken assessment to) that will visually illustrate what
is assessment in learning. Then, write a short description of your answer below your
illustration.

Example: A thermometer can be drawn as a metaphor for assessment if you consider

measurement or collection of information from a person as central in the assessment
process. A thermometer is a device that collects information about a person’s
temperature, which provides information on whether a person’s body temperature is
normal or not. The information is then used by medical personnel to make decisions
relative to the collected information. This is similar to the process of assessment.

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B. Based on the lessons on the basic concepts and principles in learning, select three
core principles in assessing learning and explain them in relation to your experience with
a previous or current in one of your courses.

Example:

Principle Illustration of Practice

1. Assessment should In our practicum course, we were asked to prepare a lesson

be as authentic as plan then execute the plan in front of the students with my
possible. critic teacher around to evaluate my performance. The actual
planning of the lesson and its execution in front of the class
and the critic teacher is a very authentic way of assessing my
ability to design and deliver instruction rather than being
assessed through demonstration in front of my classmates in
the classroom.

Given the example, continue the identification of illustrations of assessment

practices guided by the principles discussed in the class. Use a clean sheet of paper for
this work.

Principle Illustration of Practice

1.

2.

3.

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Evaluate

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

_____ 1. Over-all goal is to provide information regarding the extent of attainment of

student learning outcomes.
_____ 2. Usually expressed in quantities.
_____ 3. Process of gathering evidence of student competencies or skills over a period
of time.
_____ 4. Results show the more permanent learning and clear picture of student’s
ability.
_____ 5. Process designed to aid educators make judgment and indicate solutions to
academic situations.

B. Formative assessment is “when the cook tastes the soup” while summative assessment is
“when the guest tastes the soup.” Do you agree? Why or why not? Share your opinion in 3-4
sentences only. You will be graded according to the rubrics below.

Category 3 2 1 0
A. Quality and Response Response indicates Response lacks Response is
Clarity of indicates depth simplistic or focus or unfocused, illogical
Thought and complexity repetitive thoughts demonstrates or incoherent.
(content) of thought in in answering the confused or
answering the question. conflicting
question. thinking.
B. Response is well Response is Response is fairly Response is
Organization & organized and organized and organized and disorganized and
Development developed with developed with developed, underdeveloped,
of Ideas appropriate general supporting presenting providing little or
(writing) support to make ideas provided generalizations no relevant
meaning clear (reasons/general without adequate support.
(well-chosen examples). support.
examples).
C. Grammar, Response is free Response has 3 or Response has 4-5 Response has 6 or
Usage, and from any errors less errors in errors in grammar, more errors in
Mechanics in grammar, grammar, usage, usage, and grammar, usage,
(writing) usage, and and mechanics. mechanics. and mechanics.
mechanics.
D. Promptness Response is Response is Response is Response is
submitted submitted 12 hours submitted 1 day submitted more
on/before the after the deadline. after the deadline than two days after
deadline the deadline

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 Learning Outcomes
In this lesson, you are expected to:

• Explain the purpose of classroom assessment;

• Distinguish the 6 levels of knowledge under the cognitive domain;
• Discuss the psychomotor categories in the psychomotor domain;
• Discuss the 6 levels of learning objectives in the affective domain; and
• Formulate learning targets that match appropriate assessment methods.

Introduction

Instructional goals and objectives play a very important roe in both instructional
process and assessment process. This serves as a guide to both for teaching and learning
process, communicate the purpose of instruction to their stakeholders, and to provide
guidelines for assessing the performance of the students. Assessing the learning outcomes
of the students is one of the very critical functions of teachers. A classroom teacher should
classify the objectives of the lesson because it is very important for the selection of the
teaching method and the selection of instructional materials. The instructional material
should be appropriate for the lesson so that the teacher can motivate the students properly.
The objectives can be classified according to the learning outcomes of the lesson that will
be discussed.

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Engage

Complete the K-W-L Chart by filling in necessary information. The first column are the
concepts you knew (K) about the lesson. The second column are the concepts you
want to know (W) about the lesson. The last column are the concepts you learned (L)
and must be answered after reading or studying the lesson.

Know (K) Want to Know (W) Learned (L)

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Explore

Check the K-12 Curriculum Guide and select any grade level, subject and the content
that interests you. Complete the task by supplying the required information on the table
provided. Then answer the questions that follow.

Grade: _____________ Content: ______________________

Subject: _____________

Learning Area Grade Level Content Performance Learning

Standard Standard Standard Standard Competencies

a. How will you describe the learning area standard? Grade level standard?

b. Compare the content and performance standard.

c. How is learning competency different from other standards?

d. What is their relationship to one another?

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Explain

Guide Questions

1. What are the different purposes of assessing student’s learning in the classroom?
2. Why is classroom assessment is important in the teaching-learning process?
3. What is the difference between instructional objectives and learning targets?
4. Why is it important that learning targets and assessment tasks/activities are
matched?

Purposes of Classroom Assessment

The quality of assessment is best achieved when its purpose is clear and
cautiously purported to meet such purpose. The discussion that follows outlined the three
(3) distinct purposes of assessment:

1) Assessment for learning–is intended to provide the teachers the information about
students’ knowledge, understanding and skills to vary and differentiate teaching
and learning activities. With this, the teachers should carefully design the
assessment method so that the resulting information could not only be used to
determine what students know, but also to gain ideas on how and when to apply
what they have learned. Such information could also be used in providing detailed,
specific and descriptive feedback to the students to help them advance their
learning. Assessment for learning is referred to as formative assessment where
in the assessment is given while the teacher is in the process of developing the
student learning. This means that the students continuously learning while the
process of teaching is going on. The teacher should see to it that before he/she
proceeds further, the students have understood the lesson.

2) Assessment as learning – is a process of involving students in the learning process

where they monitor their own progress, ask questions and practice skills. This
supports the metacognition, the knowledge of one’s own thought processes, of the
students for which they are active, engaged, and critical assessors of their
learning. They make sense of the information they gained, relate it to prior
knowledge and use it to draw new learning. The students make use of self-
assessments and the teacher’s feedback to reflect on their learning and
understand the next step in learning. Thus, assessment as learning helps students
to develop independent learning habits and this gives them the chance to monitor
their future directions.

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 3) Assessment of learning –is designed to assists teachers in using evidence on
student learning so as to assess student achievement against learning goals and
standards. This is summative in nature and it is used to verify what students know
and can do and determine further whether they have achieved with respect to the
curriculum outcomes. This compares the student’s learning with the other students
or the standards set for a particular grade level. The information gathered from
the assessment is usually represented by marks, scores or grades and it is
presented in a formal report. In addition, the information provides the foundation
for discussions on promotion of the students since assessment of learning is used
to rank or grade the students. The nature and the quality of feedback are the bases
to ensure the effectiveness of the assessment.

This manifests that there should be careful planning in the process of conducting
assessment and give more emphasis on the logical connections among the purpose,
methods and the use of the resulting information. It is indeed significant to note the
different purposes of classroom assessment since it is the purpose that dictates how
assessment should be crafted and employed. Like for instance, if the purpose is
enhancing learning, the assessment to be used should give the students the opportunity
to develop their learning without anxiety. Hence, it is important for the teachers to
understand the three assessment purposes for them to be able to recognize the need to
balance among them, have the knowledge on which one they will be using, and use them
in an appropriate way.

Educational Goals, Standards, and Objectives

Goals. Goals are general statements about desired learner outcomes in a given year or
during the duration of a program (e.g., senior high school).

Standards. Standards are specific statements about what learners should know and
capable of doing at a particular grade level, subject, or course. McMillan (2014, p.131)
described four different types of educational standards: (1) content (desired outcomes in
a content area), (2) performance (what students do to demonstrate competence), (3)
developmental (sequence of growth and change over time), and (4) grade-level
(outcomes for a specific grade).

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Educational Objectives. Educational objectives are specific statements of learner
performance at the end of an instructional unit. These are formulated from a point of view
of a teacher.

Learning Outcomes. Learning outcomes are “statements of student performance that

will be achieved in a single lesson or few days” and contains “both a description of what
students should know, understand, and be able to do at the end of instruction and
something about the criteria for judging the level of performance demonstrated” (McMillan
2014, p.43). In other words, learning outcomes are statements on what learners are
supposed to learn and what they can do because of instruction. Compared with
educational goals, standards, and objectives, learning outcomes are the most specific
and lead to more specific instructional and assessment activities.

Sample of Educational Objectives and Learning Outcomes in Araling Panlipunan (K-12)

Educational Objectives Learning Outcomes
Pagbibigay sa mga mag-aaral a. Nailalarawan ang sariling buhay simula sa
ng kaalaman at pag-unawa pagsilang hanggang sa kasalukuyang edad.
tungkol sa tao, kapaligiran at b. Nasasabi at naipapaliwanag ang mga alituntunin
lipunan. sa silid-aralan at sa paaralan.
c. Naiisa-isa ang mga tungkulin ng isang mabuting
mamamayan sa pangangalaga ng kapaligiran.

Learning outcomes should be congruent with the standards prescribed by

program or level and aligned with the educational objectives of a subject or course.
Teachers must inform leaners about the learning outcomes of lessons prior to
classroom instruction.

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TAXONOMY OF EDUCATIONAL OBJECTIVES

1. Cognitive Domain
-called for outcomes of mental activity such as memorizing, reading
problem solving, analyzing, synthesizing and drawing conclusions

Bloom’s Taxonomy in 1956 Anderson/Krathwohl’s

1. Knowledge: Remembering or
retrieving previously learned material.
Examples: Identify, relate, define,
recall, memorize, recognize, acquire
2. Comprehensions: The ability to
grasp or construct meaning from
material.
Examples: restate, explain,
conclude, differentiate, illustrate,
interpret
3. Application: The ability to use
learned material, or to implement
material in new and concrete
situations.
Examples: Apply, relate, develop,
translate, operate, use, practice
4. Analysis: The ability to break down
or distinguish the parts of the material
into their components so that their
organizational structure maybe better
understood.
Examples: Analyze, compare,
survey, classify, dissect, separate,
discriminate
5. Synthesis: The ability to put parts
together to form a coherent or unique
new whole.
Examples: Compose, create, collect,
develop, derivate, combine, write
6. Evaluation: The ability to judge,
check and even critique the value of
material for a given purpose.
Examples: Judge, assess, compare,
evaluate, conclude, decide, select,
value
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Revision in 2001
1. Remembering: When memory is used to
produce definitions, facts, or lists, to recite or
retrieve material.
2. Understanding: Constructing meaning from
different types of functions be they written or
graphic message activities.
3. Applying: Relates and refers to situations
where learned material is used through
products like models, presentations, interviews
or simulations.
4.Analyzing: Breaking material or concepts
into parts, determining how the parts relate or
interrelate to one another or to an overall
structure or purpose.
5. Evaluating: Making judgments based on
criteria and standards through checking and
critiquing.
Examples: defend, evaluate, rank, rate
6. Creating: Putting elements together to form
a coherent or functional whole; reorganizing
elements into a new pattern
Examples: Compose, generate, formulate,
produce, revise, reconstruct, rearrange
2. Psychomotor Domain
- characterized by the progressive levels of behaviors from observation to
mastery of physical skills.
Level Definition Example

1. Perception The ability to use sensory Detects nonverbal

cues to guide motor communication cues
activity.

2. Set Readiness to act. It Recognizes one’s abilities

includes mental, physical, and limitations.
and emotional sets

3. Guided Response The early stages in Performs a mathematical

learning a complex skill equation as demonstrated.
that includes imitation and
trial and error.

4. Mechanism This is the intermediate Uses a personal computer.

stage in learning a
complex skill.

5. Complex Overt The skillful performance of Operates a computer

Response motor acts that involves quickly and accurately.
complex movement
patterns.

6. Adaptation Skills are well developed Responds effectively to

and the individual can unexpected experiences
modify movement patterns
to fit special requirements.

7. Origination Creating new movement Creates a new gymnastic

patterns to fit a particular routine
situation or specific
problem

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Other Psychomotor Domains
Level Definition
1. Imitation Observing and patterning
behavior after someone else
2. Manipulation Being able to perform certain
actions by following instructions
3. Precision Refining, becoming more exact
4. Articulation Coordinating a series of actions,
achieving harmony and internal
consistency
5. Naturalization Having high level performance
become natural, without needing
to think much about it.
Level Definition
1. Reflex Reactions that are not learned
Movements
2. Fundamental Inherent movement patterns
Movements which are formed by
combinations of reflex
movements
3. Perception Response to stimuli such as
visual, auditory, kinesthetic or
tactile discrimination
4. Physical Abilities Stamina that must be developed
for further development such as
strength and agility
5. Skilled Advanced learned movements
movements as one would find in sports or
acting
6. Non-discursive Effective body language, such
communication as gestures and facial
expressions
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Examples
Copying an artwork
Creating work on one’s
own, after taking lessons,
or reading about it.
Working and reworking
something, so it will be
“just right”
Producing a video that
involves music, drama,
color, sound, etc.
Michael Jordan playing
basketball
Example
Flexion, extension, stretch
Basic movement such as
walking, grasping, twisting,
manipulating
Coordinated movements
such as jumping rope,
punting, catching
Muscular exertion, quick
precise movement
Skilled activities in sports,
recreation and dance
Body postures, gestures,
facial expressions
efficiently executed in
skilled dance movement
and choreographies
3. Affective Domain
- describes learning objectives that emphasizes a feeling tone, an emotion,
or a degree of acceptance or rejection.

Level Definition Sample Verbs

1. Receiving The learners are willing to Chooses, describes,

listen. chooses,
Gives, holds, selects
2. Responding The learners are willing to Answers, assists, aids,
participate. discusses, performs,
recites
3. Valuing The learners are willing to Shares, invites, joins,
be involved. completes, follows
4. Organization The learners are willing to Arranges, combines,
be an advocate. orders, compares,
formulates,
5. Characterization by The learners are willing to Displays, revises,
value or value set one’s behavior, lifestyle, or influences, discriminates,
way of life. verifies

Elaborate

A. Formulate two learning outcomes from the following educational objective for the
Elementary Science (K-12).

Educational Objective Learning Outcomes

To encourage among the students 1. The students can

a deep understanding and ______________________________________
appreciation of the differences of
the plant and animal groups found ______________________________________
in the locality. ______________________________________

2. The students can

______________________________________

______________________________________

______________________________________

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B. Complete the following tables.

Table 1. General Purpose of Classroom Assessment

Assessment of Assessment for Assessment as

Learning Learning Learning

What?

Why?

When?

Table 2. Relation between Educational Goals, Standards,

Objectives, and Learning Outcomes.

Goals Standards Objectives Learning

Targets

Sample
Statements

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C. Using the indicated topic or subject matter, write the learning outcomes for each of
the 3 domains arranged from the simplest to the most complex level or category.

1. Cognitive: Topic- Investigative Project in biological Science

1. 1. Remembering

1.2. Understanding

1.3. Applying

1.4. Analyzing

1.5. Evaluating

1.6. Creating

2. Psychomotor: Topic- Table Setting

2.1. Observing

2.2. Imitating

2.3. Practicing

2.4. Adapting

3. Affective Topic: Topic-Developing and Nurturing Honesty

3.1. Receiving

3.2. Responding

3.3. Valuing

3.4 Organizing

3.5. Internalizing

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Evaluate

I. Write AFL if the statement illustrates assessment for learning, AAL for assessment as
learning and AOL for assessment of learning.
______ 1) The student learning is compared against the learning outcomes or
standards.
______ 2) Teachers take time to analyze students’ work.
______ 3) Assessment helps students learn better rather than achieving a better
mark.
______ 4) Encourages students to take responsibility for their own learning.
______ 5) Making use of portfolios and course works as assessment methods.
______ 6) It is usually focused on the student’s improvement.
______ 7) Students reflect on their work on a regular basis.
______ 8) Assessment is done at the end of a learning unit.
______ 9) This occurs when students are their own assessors.
______ 10) This includes clear goals for the learning activity

II. The following are examples of learning outcome. In the second column, write the
domain in which each outcome is classified and in the third column the level/category to
which the learning outcome belongs.

Domain Level/Category*
1. Formulate a procedure to
follow in preparing for class
demonstration.
2. Listen to others with
respect.
3. Apply learning principles
in studying pupil behavior
4. Recite prices of
commodities from memory
5. Watch a more
experienced performer.

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 Learning Outcomes
In this lesson, you are expected to:

• Illustrate scenarios in the use of different classifications of assessment;

• Rationalize the purpose of different forms of assessment; and
• Decide on the kind of assessment to be used

Introduction

Teaching and learning are reciprocal processes that depend on and affect
one another. The assessment component of the instructional processes deals with the
learning progress of the students and the teacher’s effectiveness in imparting knowledge
to the students.

Assessment enhances learning in the instructional process if the result

provides feedbacks to bot students and teachers. The information obtained from the
assessment is used to evaluate the teaching methodologies and strategies of the teacher. It
is also used to make teaching methods.

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Engage

Mental Exercise

In this mental exercise, determine whether or not the assessment task is aligned
with the learning outcome. If the assessment task is not aligned with the learning
outcomes, improve it to align this with the learning outcome in the third column.

Learning Outcome Assessment Task Correction

Dance tango Trace the history of tango

Interpret a given poem What is your favorite line in

the poem? Why is it your
favorite?

Present a report with Demonstrate how to do a

PowerPoint PowerPoint Presentation

Pronounce a short sound Encircle the words with a

correctly short sound

Derive the meaning of at Match the meaning of the

least 5 words by means of words in Column 1 with those
context clues in Column 2

Explore

Interview 3 – 5 teachers whether teaching in the elementary or high school. Ask them
what are their assessment practices and how they classify these assessment practices.
Answer the following questions as concluding statement in 3-5 sentences ONLY:
• How does the knowledge of the classifications of assessment help improve
teaching and learning?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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Explain

Guide Questions

1. Why are different kinds of assessment classified?

2. How does the knowledge of the classifications of assessment help improve teaching?

3. How does the knowledge of the classifications of assessment help improve learning?

4. Which classification of assessment is commonly used in the classroom setting and

why?

Classifications of Assessment

The different forms of assessment are classified according to purpose, form,

interpretation of learning, function, ability, and kind of learning.

Classification Type

Educational
Purpose
Psychological
Paper and pencil
Form
Performance-based
Teacher-made
Function
Standardized
Achievement
Kind of learning
Aptitude
Speed
Ability
Power
Norm-referenced
Interpretation of Learning
Criterion-referenced

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Educational vs Psychological Assessment
Educational assessments are used in the school setting for the purpose of tracking
the growth of learners and grading their performance. This assessment in the educational
setting comes in the form of formative and summative assessment. These work hand-in-
hand to provide information about student learning.
Psychological assessments, such as tests and scales, are measures that
determine the learner’s cognitive and non-cognitive characteristics. The results of these
assessments are used by the school’s guidance counselor to perform interventions on
the learner’s academic, career, and social and emotional development.

Paper-and-pencil vs Performance-based type of assessment

Paper-and-pencil type of assessments are cognitive tasks that require a single
correct answer. They usually come in the form of test types, such as binary (true or false),
short answer (identification), matching type, ad multiple choice. The items usually pertain
to a specific cognitive skill, such as recalling, understanding, applying, analyzing,
evaluating, and creating.
Performance-based type of assessments require learners to perform tasks, such
as demonstrations, arrive at a product, show strategies, and present information.
Performance -based tasks are usually open-ended, and each learner arrives with various
possible responses.

Teacher-made vs Standardized Test

Standardized tests have fixed directions for administering and scoring. They can
be purchased with test manuals, booklets, and answer sheets. When these tests were
developed, the items were sampled on a large number of target groups called the norm.
The norm group’s performance is used to compare the results of those who took the test.
Non-standardized or teacher-made tests are usually intended for classroom
assessment. They are used for classroom purposes, such as determining whether the
learners have reached the learning target. These intend to measure behavior in line with
the objectives of the course.

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Achievement vs Aptitude Tests
Achievement tests measure what learners have learned after instruction or after
going through a specific curricular program. Achievement tests provide information on
what learners can do and have acquired after training and instruction.
Aptitude tests refers to assessing the characteristics that influence a person’s
behavior that aid goal attainment in a particular situation. Specifically, aptitudes refer to
the degree of readiness to learn and perform well in a particular situation or domain.

Speed vs Power tests

Speed tests consist of easy items that need to be completed within a time limit.
Power tests consist of items with increasing level of difficulty, but time is sufficient to
complete the whole test.

Norm-referenced vs Criterion-referenced test

There are two types of test based on how scores are interpreted: norm-referenced
and criterion-referenced tests. Criterion-referenced test has a given set of standards, and
the scores are compared to the given criterion.
The norm-referenced test interprets results using the distribution of scores of a
sample group. The standing of every individual in a norm-referenced test is based on how
far they are for the mean and standard deviation of the samples.

Portfolio
Portfolio falls under non-paper-and-pencil test. A portfolio is a purposeful collection
of student work or documented performance that tells the story of student achievement
or growth. The word purposeful implies that a portfolio is not a collection of all student’s
work. It is not just a receptacle for all student’s work. The student’s work that is collected
depends on the type and purpose of a portfolio you want to have. It can be a collection of
products or recorded performances or photos of performances.
Types of Portfolios
1. Working or Development Portfolio
A working portfolio is so named because it is a project “in the works,”
containing work in progress s well as finished sample of work. A development
portfolio demonstrates an individual growth over time.

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 2. Display, Showcase or Best Works Portfolios
It is the display of the students’ best work. Students exhibit their best work
and interpret its meaning. Showcase portfolio demonstrates the highest level of
achievement attained by the student.
3. Assessment or Evaluation Portfolio
Its main function is to document what student has learned based on
standards and competencies expected of students at each grade level. The
standards and competencies expected of students at each grade level.

Scoring Rubrics
A rubric is a coherent set of criteria for students’ work that includes descriptions of
levels pf performance quality on the criteria. The main purpose of rubrics is to assess
performance made evident in processes and products. It can serve as a scoring guide
that seeks to evaluate a student’s performance in many different tasks based on a full
range of criteria rather than single numerical score.
Rubrics have two major parts: coherent set of criteria and descriptions of levels of
performance for these criteria.
Types of Rubrics
a. Holistic Rubrics
It is a type of rubrics that requires the teacher to score the overall process
or product as a whole. Using holistic rubric in scoring the performance or product
of the students provides overall impression on the ability of any given product. A
teacher can use holistic rubric when he wants a quick snapshot of the performance
of the students.
b. Analytic Rubrics
It is a type of rubric that provides information regarding performance in each
component of part of a task, making it useful for diagnosing specific strengths and
weaknesses of the learners. In this type of rubric, the evaluator evaluates the final
product into each component part and each part is scored independently. The
teacher can use analytic rubric when he wants to see the relative strengths and
weaknesses of the students’ performance in each criterion, a detailed feedback
and assess complicated performance.

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Table 1: Sample Holistic Rubric for Oral Presentation

Rating/Grade Characteristics

A Is very organized. Has a clear opening statement that

catches audience interest. Delivery is clear and
(Exemplary) understandable.

B Is mostly organized. Look at slides to keep on tract.

(Satisfactory)

C Has opening statement relevant to topic but does not give

outline of speech; is somewhat disorganized.
(Emerging)

D Has no opening statement regarding the focus of the

presentation. Just read slides; slides too much text.
(Unacceptable)

Table 2. Sample Analytic Rubric for Essays

Category 3 2 1 0
A. Quality Response Response Response lacks Response is
and Clarity indicates depth indicates simplistic focus or unfocused,
of Thought and complexity or repetitive demonstrates illogical or
(content) of thought in thoughts in confused or incoherent.
answering the answering the conflicting
question. question. thinking.
B. Response is Response is Response is Response is
Organization well organized organized and fairly organized disorganized and
& and developed developed with and developed, underdeveloped,
Development with appropriate general supporting presenting providing little or
of Ideas support to make ideas provided generalizations no relevant
(writing) meaning clear (reasons/general without support.
(well-chosen examples). adequate
examples). support.
C. Grammar, Response is Response has 3 Response has Response has 6
Usage, and free from any or less errors in 4-5 errors in or more errors in
Mechanics errors in grammar, usage, grammar, grammar, usage,
(writing) grammar, and mechanics. usage, and and mechanics.
usage, and mechanics.
mechanics.

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Elaborate

A. The following is an illustrative scenario. Provide your answers to the questions based
on the information presented.

A teacher in Mathematics wanted to determine how well the learners have learned
their lesson on fraction. After two weeks of drills and exercise, the teacher wanted to
record how well the learners have learned about fractions. The specific learning
competencies taught by the teacher are (1) adding similar fractions and (2) solving word
problems involving the addition of similar fractions. The school has an available
standardized test on Mathematics, but it covers many topics aside from fraction.

What information does the Math teacher

want to determine among the learners?

What is the specific learning outcome that

the Math teacher wants?

Is the Math teacher assessing learning

progress or what the learners have
learned?

Given your specific learning outcome,

which form of assessment is appropriate?

How will the Math teacher interpret the

results if the learners have learned?

B. Create your own scenario illustrating how you decided to use a particular kind of
assessment. Provide the plan by using the guide questions given and deduce the kind of
assessment that is appropriate to use. Include the following in the illustrative scenario: (1)
purpose of assessment, (2) possible learning outcome, (3) description of the
characteristic of the tool to be used and kind of items or tasks that will be included, (4)
justification for the appropriate kind of assessment used, and (5) description of how the
scores/marks will be interpreted and used. After that, let your classmate read the
illustrative scenario that you made and assess your work using the checklist below.

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Example:

A teacher in English in a Grade 3 class wanted to use a summative assessment

to determine if the learners have learned enough on a lesson in vocabulary(purpose of
assessment). The learning outcome based on curriculum guide for Grade 3 English is to
provide the synonyms of words found in a sentence (learning target). The teacher will
create a vocabulary test composed of 10 items. Each item is composed of sentences with
one word underlined. The learners will provide the synonym of the underlined word in
each sentence (characteristic of the tool). The type of assessment is a teacher-made
summative assessment because the task was devised by the teacher based on the
competency learned, it is summative because the teacher wanted to determine how well
learners can provide synonyms of words as part of their vocabulary skill (type of
assessment and justification). The teacher will use the grading system in the school for a
10-item test. The school grading system indicates that the passing score is 5 (scoring).

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Yes No Criteria
1 All five parts of the illustrative scenario are complete.
2 The purpose of assessment is clearly indicated.
The learning target is observable and feasible for the target
3
group.
There is an adequate information on the kind of items or task
4
that will be answered or responded by the learners.
5 The appropriate kind of assessment tool is deduced.
6 The selected kind of assessment is justified.
7 Scoring is appropriate.

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Evaluate

A. Read each case and identify what kind of assessment is referred to.

Type of Assessment Situations

1. The science teacher at the end of the lesson in the
phases of matter provided a 20-item test to record how
much learners have learned. What kind of assessment is
used?
2. A student got a score of 25 in a mathematics
achievement test, which is considered low compared with
the scores found in the test manual. What kind of
interpretation is used?
3. A teacher made a 10-item spelling test where the word
is pronounced and the learners will write the correct
spelling. What form of assessment is used?
4. A teacher used the National Career Assessment
Examination to determine which track in senior high
school the learners can select. What assessment is used
according to its function?
5. The learners who got the perfect scores in the science
achievement test were invited to join the science club. In
this way, how was the score used?

B. With a particular outcome in mind, construct a scoring rubric-both holistic and analytic.

-End of Module 1-

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