Uses of Assessment

1. WRITTEN REPORT
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Unit 1: Uses of Educational Assessment
Professional Education 107: Assessment in Learning 1
PANGASINAN STATE UNIVERSITY
UNIT 1
USES OF EDUCATIONAL ASSESSMENT
I. INTRODUCTION
Assessment is an integral part of instruction, as it determines whether or not the goals of
education are being met. Assessment affects decisions about grades, placement, advancement,
instructional needs, curriculum, and, in some cases, funding. Assessment affects teachers and
learners, school program/staff, funders, and the community.
II.BODY
Asking students to demonstrate their understanding of the subject matter is critical to the
learning process; it is essential to evaluate whether the educational goals and standards of the
lessons are being met.
The following are the uses of educational assessment:
 Assessment drives instruction
A pre-test or needs assessment informs instructors what students know and do not know
at the outset, setting the direction of a course. If done well, the information garnered will
highlight the gap between existing knowledge and a desired outcome. Accomplished
instructors find out what students already know, and use the prior knowledge as a
stepping off place to develop new understanding. The same is true for data obtained
through assessment done during instruction. By checking in with students throughout
instruction, outstanding instructors constantly revise and refine their teaching to meet the
diverse needs of students.
 Assessment drives learning
What and how students learn depends to a major extent on how they think they will be
assessed. Assessment practices must send the right signals to students about what to
study, how to study, and the relative time to spend on concepts and skills in a course.
Accomplished faculty communicate clearly what students need to know and be able to
do, both through a clearly articulated syllabus, and by choosing assessments carefully in
order to direct student energies. High expectations for learning result in students who rise
to the occasion.
 Assessment informs students of their progress
Effective assessment provides students with a sense of what they know and don’t know
about a subject. If done well, the feedback provided to students will indicate to them how
to improve their performance. Assessments must clearly match the content, the nature of
thinking, and the skills taught in a class. Through feedback from instructors, students
become aware of their strengths and challenges with respect to course learning outcomes.
Assessment done well should not be a surprise to students.
 Assessment informs teaching practice
Reflection on student accomplishments offers instructors insights on the effectiveness of
their teaching strategies. By systematically gathering, analyzing, and interpreting
evidence we can determine how well student learning matches our outcomes /
expectations for a lesson, unit or course. The knowledge from feedback indicates to the
instructor how to improve instruction, where to strengthen teaching, and what areas are
well understood and therefore may be cut back in future courses.
 Role of grading in assessment
Grades should be a reflection of what a student has learned as defined in the student
learning outcomes. They should be based on direct evidence of student learning as
measured on tests, papers, projects, and presentations, etc. Grades often fail to tell us
clearly about “large learning” such as critical thinking skills, problem solving abilities,
communication skills (oral, written and listening), social skills, and emotional
management skills.
 When student learning outcomes are not met

2. WRITTEN REPORT
l
Unit 1: Uses of Educational Assessment
Professional Education 107: Assessment in Learning 1
PANGASINAN STATE UNIVERSITY
Accomplished faculty focus on the data coming out of the assessments they complete
before, during and at the end of a course, and determine the degree to which student
learning outcomes are or are not met. If students are off course early on, a redirecting,
reteaching of a topic, referral to student learning centers, or review sessions by the
instructor may remediate the problem. Through careful analysis it is possible to
determine the challenges and weaknesses of instruction in order to support student
learning better. Some topics or concepts are notoriously difficult, and there may be a
better approach to use. Perhaps a model, simulation, experiment, example or illustration
will clarify the concept for students. Perhaps spending a bit more time, or going over a
topic in another way will make a difference. If the problem is noticed late in the course,
an instructor may plan to make any instructional changes for the next time the course is
taught, but it is helpful to make a note of the changes needed at the time so that the
realization is not lost.
III. CONCLUSION
To conclude, the goal of assessment is to gather relevant information about a student's
performance or progress, as well as to establish a student's interests in order to make a decision
about their learning process. Teachers can use this information to adapt their teaching methods
by reflecting on each student's level of performance as well as the group's individual preferences.
Giving feedback on the learning and teaching process on a daily basis is what assessment is all
about. The effectiveness of teaching and learning can be reinforced through assessment. It also
promotes the view of teaching as a formative process that evolves over time as a result of student
feedback and contribution. This helps to develop a better teaching and learning atmosphere.
Student assessments are important because they help both teachers and students in the classroom.
The primary purpose of assessment is to improve the student's learning and the teaching
methods.
IV. REFERENCES/ONLINE SOURCES
 Why is assessment important? (2008, July 15). Edutopia; George Lucas Educational
Foundation. https://www.edutopia.org/assessment-guide-importance
 Purpose of assessment. (n.d.). Merlot.Org. Retrieved March 22, 2022, from
https://cdip.merlot.org/facultyteaching/purposeofassessment.html
 Jones, C. A. (2005). Assessment for Learning, London: Learning and Skills Development
Agency. Retrieved from https://dera.ioe.ac.uk/7800/1/AssessmentforLearning.pdf