Assessing

students
performa
nce
 Lets look at the teaching-
learning process

Specify
Instruction Assessment Evaluation
objectives

If objectives are met

 First things first
MEASUREMENT TEST
Measurement refers to the Test refers to an instrument
process of quantifying a designed to measure
learners trait by means of a knowledge or skill.
measuring instrument.

There are two types of measurement:

Objective (in terms of testing)
Subjective (in terms of perception)

Assessment is a process of gathering and organizing quantitative

or qualitative data into an interpretable form to have a basis for
judgment or decision making.
Assessing students performance
The purpose of assessment is to determine whether expectations
match certain standards set by the school.

Modes of Assessment:

Traditional assessment uses pen and paper test in assessing

knowledge and thinking skills.

Performance-based assessment requires actual demonstration

of skills or creation of products of learning.

Portfolio Assessment requires gathering of multiple indicators of

students progress to support course goal.
 Types of assessment by purpose
Type When done Purpose
Placement Before instruction To have basis in
planning for relevant
Examples: instruction.
Sectioning
Entrance Exam To know what the
students are bringing
into the learning
situation.

The result of this type

of assessment place
students in specific
learning groups to
facilitate teaching
and learning.
 Types of assessment by purpose
Type When done Purpose
Diagnostic Before instruction Used to determine
the students
Examples: recurring difficulties.
IQ tests
Attitudinal tests Searches the cause of
learners problem.

Results from the

diagnostic exam
could be used to
design remedial
instruction.
 Types of assessment by purpose
Type When done Purpose
Formative Before instruction Used while teachers
monitor the progress
Examples: of students as they
IQ tests achieve each learning
Attitudinal tests objectives.

Results from these

exams should be
promptly
communicated to
students for them to
know their strengths
and weaknesses.
 Types of assessment by purpose
Type When done Purpose
Summative Before instruction Used to certify what
students know and
Examples: their level of
NSAT, Periodical proficiency.
tests, LET
Results from these
exams would reveal
whether the
objectives we
achieved by students.
 Assessment principles
Address learning targets
Provide efficient feedback on
instruction
Use variety of assessment
procedures
Ensure that the assessment is valid,
reliable, and fair
Keep record of assessment
Interpret and communicate results
of assessment
 Two basic approaches to
educational assessment
Criterion Reference Norm Reference
Measurement Measurement

Performance of the Student performance

student is compared is compared with the
with a set of criteria. rest of the class.
 TRENDS in educational
assessment
Shift from paper to pencil to
Congruence of Shift from discrete authentic assessment
assessment and point test to takes into account complex
skills, contextualized
instructional integrative problems and divergent
objectives assessment thinking of students.
Authentic assessment
inclusion of the utilizes different types of
three domains of measuring tools like
checklist, interview guides,
learning diaries, simulation games

Focus on group Use of portfolio a

assessment rather portfolio is a
than individual collection of a
assessment students best
works or
evidences of group
work
Assessment of learning
outcomes in k-12

Level of Assessment % Weight

Knowledge 15%

Process or Skills 25%

Understanding 30%

Product or Performance 30%

TOTAL 100%
 Development of classroom
assessment tools
General Principles of Testing:

Measure all instructional objectives.

Cover all learning tasks (use a Table of Specifications or TOS).
Use appropriate test items.
Make the test valid and reliable.
Use test to improve learning.

Valid if the test measures what it intends to measure

Reliable if the scores of students are consistent when the test is
administered for the second time
 Principles of high-quality
assessment
Clarity of the learning target
Appropriateness of assessment tools
Balanced
Validity
Reliability
Fairness
Practicality and efficiency

Sets targets in the three domains of learning or the eight domains of

intelligence. It may also use the traditional and alternative forms of
assessment.
Established through four ways: face validity, content validity, criterion-
referenced validity, construct validity
Steps in developing assessment
tools
Examine the instructional objectives
Make a Table of Specifications (TOS)
Construct the test items
Assemble the items
Write directions
Write an answer key
Analyze and improve the items
Different formats of classroom
assessment tools
Multiple choice
Matching type
True or false
Completion type
Essay test
 Thanks!
Any questions?
 References
Gabuyo, Y. (2012) Assessment of Learning 1.
Rex Book Store, Inc., QC
Gutierrez, D. (2007) Assessment of Learning
Outcomes (Cognitive Domain. Kerusso
Publishing House, Malabon, Metro Manila
Navarro, R. and Santos, R. (2012). Assessment
of Student Learning Outcomes (Assessment 1).
Lorimar Publishing, Inc. Quezon City
Brought to you
by:
Paula Bianca Ferrer
Ma. Liza M. Sungkit