JULY 31, 2019 3;00 PM-

Discussants:
Angelica L. Aguilar & Joselito S. Vizconde
A principled assessment
is a well-directed
teaching-learning
process.
 Objectives:
 To exemplify the roles of
assessment in teaching and learning
process
 To deliberate on the forms of
assessment according to various
respects
 To articulate the sound principles of
assessment toward efficient
teaching
Do I teach the
right things
right?
 The boiling frog is a fable describing
a frog being slowly boiled alive. The
premise is that if a frog is put suddenly
into boiling water, it will jump out, but if
the frog is put in tepid water which is
then brought to a boil slowly, it will not
perceive the danger and will be cooked to
death.
TRDWNJOE
OE SUO
Let’s reflect…

“How do we usually
investigate a problem.”
 Why do we
investigate?
use a tool
How do we quantify data
investigate? monitor data
judge data
Four most commonly used terms
Expected Results
in assessment of learning
 To gauge prior knowledge for planning

To inform students about their progress

To evaluate extent and degree of learning

 Purposes & Functions
(McMillan, 2001)

To inform the various school

stakeholders about students’
progress for their more
meaningful learning experiences
 Purposes & Importance
(Nitko & Brookhart, 2011)
Guide for planning, implementing and
improving instruction
Monitor and report student progress
Promote learning by appraising students’
achievement
Measure effectiveness of instruction
Are assessment and
evaluation the same?

Both
Assessment
measure knowledge,
is technicallyskills
diagnostic
and
competencies of students.
but encompassing.
They
Evaluation
provide is
inputs
technically
for planning,
judgmental
improving, and innovating but objective.
instruction.
Types of assessment
and evaluation?
1. oral,
As to written,
mode practical / performance-based
of response
2. objective, subjective (with
As to appraising rubrics)
response
3. individual,
As to mode pair, of
group
administration
4. standardized, teacher-made
As to test constructor
5. norm-referenced,
As to mode ofcriterion-referenced
interpreting results
6. As to purpose
Achievement, in instruction
diagnostic, formative,
summative, aptitude, trade
Some principles of
assessment in
education
Principles of Assessment in Education
Isaacs, et al. (2013)

1. Specifying clearly
what is to be assessed
is prioritized in an
assessment.
 Huh!? Hetomo
Lunukin
Nganga katubig,
na
nang inumin
nga buo
at
‘Nay!
Inay! mo nang
hugutin
itong ko mabilis
saging!
na lang!
May
‘Nay,tinik
hindi
papo
rin
Natinik
Meron
d’yan. po
pa ako!
po! Huhuhu!po!
Natinik
(Ubo, (Ubo)
po ako ubo,
sa paa!
ubo)
Principles of Assessment in Education
Isaacs, et al. (2013)

2. An assessment
procedure may be
selected because of its
relevance to the
characteristics or
performance to be
measured.
We can’t wait to see what
kind of test our teacher
will give us this time!
Principles of Assessment in Education
Isaacs, et al. (2013)

3. Use of a variety of
assessment procedures
can motivate students
to look forward for them
instead of having fear of
them.
We are having a test!

But where are

your test
papers?
Principles of Assessment in Education
Isaacs, et al. (2013)

4. Proper use of
assessment
procedures requires
an awareness of their
limitations.
Is everything fine?

Smells okay.
Principles of Assessment in Education
Isaacs, et al. (2013)

5. The assessment
tool is validated
before it is
administered.
A+
Principles of Assessment in Education
Isaacs, et al. (2013)

6. Assessment is a
means to an end, not
an end in itself.
Principles of Assessment in Education
Isaacs, et al. (2013)
1. Specifying clearly what is to be assessed is
prioritized in an assessment.
2. An assessment procedure should be
selected because of its relevance to the
characteristics or performance to be
measured.
3. Use of a variety of assessment procedures
can motivate students to look forward for
them instead of having fear of them.
Principles of Assessment in Education
Isaacs, et al. (2013)

4. Proper use of assessment procedures

requires an awareness of their limitations.

5. The assessment tool is validated before it

is administered.

6. Assessment is a means to an end, not an

end in itself.
Up next…
Ensuring good
testing