Assessment-of-Learning.pptx

1. PROFESSIONAL EDUCATION
ASSESSMENT OF
LEARNING
EMEGDIO M. CEJANO III, LPT

2. BASIC CONCEPTS
Test – use tool, technique, or method
Measurement – quantifiable data
Assessment – interpret data
Evaluation - judgement

3. PURPOSE OF ASSESSMENT
1. Assessment FOR Learning
2. Assessment AS Learning
3. Assessment OF Learning

4. PURPOSE OF ASSESSMENT
1. Assessment FOR Learning
- done before or during instruction
Formative tests – monitors progress
Placement tests - used to “place” students into a specific
learning group
Diagnostic tests – strengths and weaknesses

5. PURPOSE OF ASSESSMENT
2. Assessment AS Learning
- self-assessment
- learner is ultimately responsible for his/her
own learning

6. PURPOSE OF ASSESSMENT
3. Assessment OF Learning
done after instruction
Summative tests – assessment for grading purposes

7. MODES OF ASSESSMENT
Traditional
- paper and pencil
Authentic
- real-life
- performance

8. MODES OF ASSESSMENT
Traditional
Selected-response
Supply-
response
Multiple Choice Completion
Short-answer
Essay
Problem solving
True or False
Matching Type

9. MODES OF ASSESSMENT
Traditional
Selected-response
Multiple Choice

10. I. Direct Question
Which test is used to determine admission or non-admission of the
student to the program?
A. Achievement C. Aptitude
B. Placement D. Diagnostic

11. II. Incomplete-Statement Form
A test is considered reliable if _______.
A. It serves the purpose for which it is constructed
B. It is consistent and stable
C. It is easy to administer
D. It is easy to score

12. III. Best answer
Henry Adam says, “Teaching affects eternity: no one knows where
his influence stops.”
A. Teacher lives long because he enjoys influencing students.
B. Teacher has strong power where he cannot help but influence
students.
C. Teacher is eternity; there is no end as long as there are students.
D. Teacher has a power to influence generations

13. III. Negative stem
Which does NOT belong to the group?
A. Completion test C. Multiple choice
B. Matching D. Alternate response

14. IV. Group Options
Which is most likely the effect/s of self-assessment and formative
assessment?
I. High percentage of students with passing grades
II. 100% passing
III. 50% with passing grades, 50% with failing grades
A. I only C. III only
B. II only D. I, II, and III

15. V. Contained Options
Identify the error in the sentence. Circle the letter of your answer.
My parents was in Manila to assist my teacher
A B C
in her college enrollment. No error
D E

16. VI. Stimulus Material-Stem-Options
In a faculty recollection, the teachers were asked to share their thoughts of the learner, their
primary customer. What follows are the gist of what were shared:
Teacher A –The learner cannot choose what he can become because he is a product of his
environment.
Teacher B –The learner is a social being who learns well through an active interplay with
others.
Teacher C –The learner can choose what he can become despite his environment.
13. If you agree with Teacher Mar, you are more of a/ an _____.
A. progressivist C. existentialist
B. perennialist D. rationalist

17. Pointers for Writing Multiple-Choice Items
1. Avoid unnecessary and unfamiliar terminology.
2. Avoid double negatives.
3. Avoid negative terms, but if necessary they should be emphasized
by being underlined, CAPITALIZED, bolded, and italicized.
4. Blanks should be towards the end or at the end of the sentence.
5. Distracters should be equally plausible and attractive.
6. Avoid giving clues.
7. Options must be in CAPITAL LETTERS.

18. MODES OF ASSESSMENT
Traditional
Selected-response
True or False
Binary-choice items

19. Pointers for Writing True or False Items
1. Avoid trick statements with some minor misleading word of
spelling.
2. Avoid using specific determiners. These include sweeping
generalizations like always, never, all, usually, and impossible.
3. Build up difficulty.
4. Randomize sequences of T/F responses.

20. MODES OF ASSESSMENT
Traditional
Selected-response
Matching Type
students associate an item
in one column and with a
choice in the second
column.

21. MODES OF ASSESSMENT
Traditional
Matching Type

22. MODES OF ASSESSMENT
Traditional
Selected-response
Matching Type
Perfect Matching Type
exists when the number of
premises is equal to the
number of responses and the
responses can only be used
once.
Imperfect Matching
Type
exists when the response list is longer than
the premise list, when responses can be
used more than once, and/or when some
of the responses do not match any of the
premises.

23. Pointers for Writing Matching Type Test
1. Items for matching are homogenous.
2. Options should be arranged alphabetically or numerically.
3. Give clear and complete direction.
4. Provide more responses than premise.
5. Label Column 1 and Column 2.
6. Place options on the same page.

24. MODES OF ASSESSMENT
Traditional
Supply-response
Completion
Fill in the blanks
The first President of the Republic of the
Philippines is ___________.

25. MODES OF ASSESSMENT
Traditional
Supply-response
Short-answer
Question
Who is the first President of the Republic of the
Philippines is?

26. Pointers for Writing Short-Answer and
Completion Items
1. The blank in completion questions should be or near at the end.
2. There should only be one acceptable answer.
3. Avoid over mutilated statements.
4. Avoid using statements directly taken from the book
5. Provide sufficient space on the answer sheet.

27. MODES OF ASSESSMENT
Traditional
Supply-response
Essay
Measures HOTS and
organization of ideas
Restricted Response
has limit in the form and content
of students’ responses
Extended Response
has no limit in the form and
content of students’ responses

28. MODES OF ASSESSMENT
Traditional
Supply-response
Problem Solving
Computational exam
questions
Two buses leave the same station at 8:00 pm. One bus travels north at the
rate of 30 kph and the other travels east at 40 kph. How many kilometers
apart are the buses at 10 pm? Show solution.

29. MODES OF ASSESSMENT
Authentic
Product
Assessment
Process
Assessment
Poems, song
composition, art works
Focusing the
microscope
Project in Science, TLE,
and Math
Dance Performance in
PE

30. PORTFOLIO
Types of Portfolio
1. Best Work/Display/Showcase = student’s best achievements or
evidence of learning.
2. Assessment/Evaluation = used to document what a student has
learned, or demonstrate that they have mastered.
3. Development/Growth = to show growth or change over time.
purposeful collection of selected significant samples of students work
accompanied by clear criteria for performance which prove student
effort, progress or achievement in a given area or course.

31. RUBRICS
Analytic Holistic
assess participants'
achievements based on
multiple criteria
assess participants' overall
achievement

32. RUBRICS

33. RUBRICS
Holistic

34. OTHER SCORING INSTRUMENTS
RATING SCALE

35. OTHER SCORING INSTRUMENTS
LIKERT SCALE

36. OTHER SCORING INSTRUMENTS
CHECKLIST

37. TYPES OF TEST
Mode of Response
Administration
Scoring
Sort of Response
Test Constructor
Mode of interpreting
results

38. TYPES OF TEST
Administration
1. Individual
2. Group

39. TYPES OF TEST
Mode of
Response
1. Written
2. Oral
3. Performance

40. TYPES OF TEST
Scoring
1. Objective 2. Subjective
A. Multiple Choice
B. True or False
C. Completion
D. Short answer
E. Matching type
A. Essay

41. TYPES OF TEST
Sort of Responses
1. Power 2. Speed
- Allows sufficient time
- Increasing difficulty
- Time limited
- Same degree of
difficulty

42. TYPES OF TEST
Test Constructor
1. Standardized 2. Teacher-made
- experts - Classroom teacher

43. TYPES OF TEST
Mode of
Interpreting result
1. Norm-referenced 2. Criterion-referenced
- a student as compared to
other students
- Better or worse
- Grading against curve
- against an established
standard or criteria
- Pass or fail

44. OTHER TYPES OF TEST
1. PERSONALITY TEST - assess human personality
2. APTITUDE TEST – potential for success
3. ACHIEVEMENT TEST – mastery of skills
4. PLACEMENT TEST - conducted before giving
admission to a course
5. INTELLIGENCE TEST – mental capability
6. EMOTIONAL TEST - ability to perceive, identify,
understand, and manage emotions

45. CHARACTERISTICS OF A GOOD
TEST
Validity Reliability
Measures what it intends
to measure
Consistency and stabilty

46. CHARACTERISTICS OF A GOOD
TEST
Validity
1. Face Validity – appears to measure the target
2. Content Validity - alignment of the content to the curricular
objectives
3. Criterion Validity - effectiveness in predicting criteria, or
indicators
a. Concurrent Validity – present
b. Predictive Validity – future

47. CHARACTERISTICS OF A GOOD
TEST
Reliability
Measure of Stability
1. Test-retest
Measure of Equivalence
2. Parallel test
Measure of Internal
Consistency
3. Split-half
4. Kuder-Richardson

48. STATISTICS
A. MEASURES OF CENTRAL TENDENCY
B. MEASURES OF VARIABILITY
C. RELATIVE POSITION
D. CORRELATION

49. A. MEASURES OF CENTRAL TENDENCY
1) Mean
2) Median
- most frequent data
- average
- middlemost data
3) Mode

50. MEAN:
0, 70, 70, 80, 85, 90, 90, 90, 95, 100
MEDIAN:
MODE:
77
87.5
90
most affected by outliers
less affected by outliers
not affected by outliers
outlier

51. B. MEASURES OF VARIABILITY
1) Range:
2) Variance:
3) Standard Deviation:
R = HV - LV

52. SD
SD
More spread out
Scores are heterogenous
More clustered
Scores are homogenous

53. C. RELATIVE POSITION
PERCENTILE
Divide the set of
scores into 100
equal parts
Ex. You got 60 in
a quiz and you
are in P80
QUARTILE
Divide the set of
scores into 4
equal parts
Q1
Q2
Q3
Q4
DECILE
Divide the set of
scores into 10
equal parts
D1
D2
D3
D4
D5
D6
D7
D8
D9
D10
STANINE
Divide the set
of scores into 9
equal parts
S1-S3 =
BELOW
AVERAGE
S4-S6 =
AVERAGE
S7-S9 =
ABOVE

54. D. CORRELATION

55. ITEM ANALYSIS
A. DIFFICULTY INDEX
B. DISCRIMINATION INDEX

56. A. DIFFICULTY INDEX
proportion of students who answered the test item accurately

57. A. DIFFICULTY INDEX
Range Difficulty Level Decision
0 – 0.20 Very Difficult Reject
0.21 – 0.40 Difficult Revise
0.41 – 0.60 Moderate/Average Retain
0.61 – 0.80 Easy Revise
0.81 – 1.00 Very Easy Reject

58. B. DISCRIMINATION INDEX
refers to how well an assessment differentiates between high and low scorers

59. B. DISCRIMINATION INDEX
2. Negative Discrimination Index
1. Positive Discrimination Index
More from the lower group
answered the test item correctly
More from the upper group
answered the test item correctly
3. No discrimination Equal number from upper group and lower
group answered the test item correctly

60. ITEM ANALYSIS

61. ITEM ANALYSIS

62. MEASURE OF SHAPES
A. KURTOSIS
B. SKEWNESS

63. A. KURTOSIS
measure of whether the data are heavy-tailed or light-tailed relative to a normal
distribution

64. B. SKEWNESS
asymmetry in a statistical distribution
POSITIVELY SKEWED
• SKEWED TO THE RIGHT
(RIGHT-SKEWED)
• SCORES ARE
CONCENTRATED TO THE
LEFT
• SCORES ARE LOW
• POOR PERFORMANCE
NEGATIVELY SKEWED
• SKEWED TO THE LEFT
(LEFT-SKEWED)
• SCORES ARE CONCENTRATED
TO THE RIGHT
• SCORES ARE HIGH
• EXCELLENT PERFORMANCE

65. B. SKEWNESS

66. K-12 GRADING SYSTEM
Learners from Grades 1 to 12 are graded on Written Work,
Performance Tasks, and Quarterly Assessment every quarter.
The minimum grade needed to pass a specific learning area is 60, which is
transmuted to 75 in the report card. The lowest mark that can appear on
the report card is 60 for Quarterly Grades and Final Grades.

67. K-12 GRADING SYSTEM
A. KINDERGARTEN
Checklists and anecdotal records are used
instead of numerical grades.

68. K-12 GRADING SYSTEM
B. GRADES 1-10
Components Languages AP EsP Science Math MAPEH
EPP/
TLE
30% 40% 20%
50% 40% 60%
20% 20% 20%
Written
Works
Performance
task
Quarterly
assessment

70. K-12 GRADING SYSTEM
C. GRADES 11-12
Written
Works
Performance
task
Core
Subjects
Academic Track
Technical-Vocational and
Livelihood (TVL)/ Sports/ Arts
and Designs Track
All other subjects
Work Immersion/
Research/ Business
Enterprise Simulation/
Exhibit/ Performance
All other
subjects
Work
Immersion/
Research/
Exhibit/
Performance
Written Works 25% 25% 35% 20%
Performance
Tasks 50% 45% 40% 60%
Quarterly
Assessment 25% 30% 25% 20%

72. For MAPEH, the quarterly grade is the average of the each
individual grade for the four areas: Music, Arts, Physical
Education, and Health.
=
𝑄𝐺 𝑀𝑢𝑠𝑖𝑐+𝑄𝐺 𝐴𝑟𝑡𝑠+𝑄𝐺 𝑃.𝐸.+𝑄𝐺 𝐻𝑒𝑎𝑙𝑡ℎ
4
Quarterly
Grade (QG)
for MAPEH

73. REPORTING
DESCRIPTOR GRADING SCALE REMARKS
Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet
Expectations Below 75 Failed

74. PROMOTION AND RETENTION
GRADES 1 - 10
Requirements Decision
Final Grade at least 75 in
all learning areas
Promoted to the next
grade level
Did Not Meet
Expectations in not more
than two learning areas
Must pass remedial
classes for learning areas
with failing mark
Did Not Meet
Expectations in three or
more learning areas
Retained in the same
grade level

75. GRADES 11 - 12
Requirements Decision
Final Grade at least 75 in all
learning areas in a semester
Promoted to the next
semester
Did Not Meet Expectations in
a prerequisite subject in a
learning area
Must pass remedial classes
for failed competencies in the
subject
Did Not Meet Expectations in
any subject or learning area
at the end of the semester
Must pass remedial classes
for failed competencies in the
subjects or learning areas.
Otherwise, the learner must
retake the failed subjects