The document discusses various topics related to assessment of student learning, including: 1. It defines assessment as a process to obtain information about learning objectives or goals, and notes that testing is a special form of assessment conducted under controlled conditions. 2. It distinguishes between different types of assessment including formative assessment to guide instruction, summative assessment to evaluate learning, and diagnostic assessment to identify gaps. 3. It also discusses different scales of measurement used in educational assessment, including nominal, ordinal, interval, and ratio scales, and notes challenges in measuring intangible constructs.

1. Assessment
of
learning 1
CHRISTOPHER D. BALUBAYAN, AB, MEdALS
Instructor
Educ7A-Assessment of Student Learning Outcomes
St. Peter’s College of Toril
1st Term 1st Semester SY 2014-2015
REFERENCES
Authentic Assessment of Student Learning Outcomes: Assessment of Learning 2
By R.L. Navarro , Ph.D. & R. De Guzman-Santos, Ph.D., 2013
Assessment of Learning 1 By Rosita de Guzman-Santos, Ph.D., 2007
Measurement, Assessment, and Evaluation in Education By Dr. Bob Kizlik, 2014
en.wikipedia.org/wiki/Educational Measurement
2014 National Council on Measurement Education

2. RATIONALE
• As teachers, we are continually faced with the challenge of
assessing the progress of our students as well as our own
effectiveness as teachers.(De Guzman-Santos, 2007)
• (the progress of a student often equated with how effective a
teacher is)
• WHY DECIDE FOR ASSESSMENT?
1. Assessment decisions could substantially improve student’s
performance
2. It guide the teachers in enhancing the teaching-learning process
3. It assist policy makers in improving the educational system
Poor assessment procedures could adversely
affect the students, teachers and
administrators.

3. RATIONALE
• Assessment of learning is a tricky
business,(WHY?) indeed, for it requires
measuring concepts, ideas, and abstract
constructs quite unlike the assessment of
physical quantities which can be done with
appropriate degree of accuracy.
• In assessment of learning, we deal with
intangibles and attempt to characterize them
in a manner that would be widely understood.
RATIONALE

4. • Traditionally, assessment of learning was confined to techniques
and procedures for determining whether or not cognitive
knowledge (e.g. Memorization of facts and theories) was
successfully acquired.
• BLOOM, 1954
– Assessment was essentially confined to pencil-paper testing of the
cognitive levels of learning.
• However, educators recognized that not only we are expected to
know facts and figures in today’s society, but we are also
expected to function effectively in the modern world, interact
with other people, and adjust to situations.
• In the 1990s
– It was proven that students identified with high potential cognitive level
through traditional pencil-paper test have not been successful in
coping with the demands of modern world.
– Therefore, paper-pencil testing is inadequate to measure other
important skills needed for people to function effectively in today’s
world.
INTRODUCTION

5. • As educators, we need to have a thorough grasp of the
why, what, and how of assessing student’s learning.
• The underlying philosophy is that of “assessment for
learning” rather than “assessment of learning” per se.
– Assessment for learning
• Students are assessed in order to enhance the teaching=learning
process guided by the principle that education is a lifelong activity and
does not cease after one’s graduation from school.
– Assessment of learning
• The building block by which we introduce the idea of assessment fro
learning in Philippine schools.
– Assessment as learning
• can be used in conjunction to support student achievement
• is used for the purposes of greater learning achievement
• is a process of developing and supporting students’ active participation
• Is used for purposes of providing evidence of achievement for
reporting.
INTRODUCTION

6. • The most common method in assessing student learning is through tests
– Teacher-Made Test
• Teacher made test are prepared by teacher with regard to curriculum
.teacher made test may reveal specific areas of instruction in which
a students need remedial help.
• (Curriculum refers to teh course taught by a school)
– Standardize Test
• Designed to test on the subject matter without regard to standard
reference or curriculum.
• SHEPARD, 2000
– Despite some criticisms levelled against using tests in determining if students are
learning or if schools are successful, these tests will continue to be used in the
foreseeable future.
• Test results provide an easy and easily understood means of informing the
student about his progress or the school about his performance
• JASON, 2003
– Standardize test, in particular, provide clear targets to aim for when teachers and
administrators want improvement.
• Test, coupled with other observational performance-based techniques,
provide a powerful combination for objective and precise assessment
procedure
INTRODUCTION

7. EDUCATIONAL MEASUREMENT
• Refers to the use of educational assessments and the
analysis of data such as scores obtained from educational
assessments to infer the abilities and proficiencies of
students.
• It is the science underlying the valid and reliable
assessment of teaching and learning for individuals in
grades K through 12, higher education, and certain
professions, such as for licensing and certification.
• The approaches overlap with those in Psychometrics
• The science of educational measurement
• Educational measurement is the assigning of numerals to
traits such as achievement, interest, attitudes, aptitudes,
intelligence and performance.

8. MEASUREMENT
• Refers to the process by which the attributes or dimensions of
some physical object are determined. One exception seems to
be in the use of the word measure in determining the IQ of a
person. The phrase, "this test measures IQ" is commonly used.
Measuring such things as attitudes or preferences also applies.
• However, when we measure, we generally use some standard
instrument to determine how big, tall, heavy, voluminous, hot,
cold, fast, or straight something actually is.
• Standard Instruments
– Refer to physical devices such as rulers, scales, thermometers, pressure gauges,
etc. We measure to obtain information about what is. Such information may or
may not be useful, depending on the accuracy of the instruments we use, and our
skill at using them.
• We measure how big a classroom is in terms of square feet, we
measure the temperature of the room by using a thermometer,
and we use an Ohm meter to determine the voltage, amperage,
and resistance in a circuit.

9. Measurement Scale Descriptions
• Nominal measurement scales
– Refer to those measurements when the only meaningful results are the delineations that one thing is
different from another. For example, if you have a bag of apples and a bucket of coal, the only
measurement possible involves the nominal scale. All you can say is that one set is apples and the other
is coal. It is a measurement where the only conclusion you can reach is that one thing is different from
another.
• Ordinal measurement scales
– Refer to those measurements where the results indicate only that one thing is either greater or lesser
than another. This always means a measurement that explicitly implies that the objects, events or
processes and be placed into some order. The assigning of grades based on scores is an example of this
scale, with for example the observation that a grade of "A" represents not only a different value than a
grade of "C" but that it also represents a higher or greater value.
• Interval measurement scales
– Refer to those measurements where there are equal intervals between given values. Interval scales are
used in almost every aspect of common measurement. A ruler employs an interval scale. That means
that the distance between three inches and six inches is the same as the distance between none inches
and twelve inches. In a room thermometer, the difference in degrees between 72 Fahrenheit and 78
Fahrenheit is the same as that between 90 degrees Fahrenheit and 96 degrees. The intervals are the
same.
• Ratio measurement scales
– Are the same as ordinal scales with one important difference. The difference is that ratio
measurement scales contain a zero. the inclusion of a zero allows for negative values to be expressed in
relation to a positive value. The most obvious and easily understood example of a ratio measurement
scale an outdoor thermometer. The intervals are equal, but whether Fahrenheit or Celsius, measurement
values can be expressed as a negative, as in -10 degree Celsius.

10. • In all of these examples, we are not assessing anything; we are simply collecting
information relative to some established rule or standard. Assessment is therefore
quite different from measurement, and has uses that suggest very different
purposes.
• When used in a learning objective:
Measure
• defines as to apply a standard scale or measuring device to an object,
series of objects, events, or conditions, according to practices accepted by
those who are skilled in the use of the device or scale.
• In the field of educational measurement , the quantities and qualities of interest are
more abstract, unseen, and cannot be touched. They cannot be observed thus
makes the measurement process in education much more difficult.
• TESTING
– The most common procedure in measuring student’s knowledge of the
subject matter.
• PERCEPTION
– Student’s knowledge of the subject matter is measured by asking group
of experts to rate them in a scale of 1 to 5, with 1 being the lowest and 5
the highest.
MEASUREMENT

11. TYPES OF MEASUREMENT
• OBJECTIVE
– More stable type of measurements in the sense that repeated measurements of the same quantity or
quality of interest will produce more or less the same outcome (e.g. Testing)
– It is the most preferred type of measurement whenever they are available, and it does not depend on
the person or individual taking the measurements, regardless of who is taking it, the same
measurement values should be obtained when using it.
• SUBJECTIVE
– Unstable and dependent on the perception of the one doing the rating, and it differs from one
assessor to the next even if the same quantity or quality of interest is being measured.
• NOTE:
– Regardless of the type of measurement procedure one utilizes, the underlying principle in
educational measurement is summarized by the following:
• Measurement of Quantity or Quality of Interest = True Value Plus Random Error
– Each measurement of the quantity or quality of interest has two components:
1. A true value of the quantity or quality component
• True knowledge of the subject matter which is as closely as possible be estimated or
approximated which is the object of educational measurement.
1. A random error component
• Errors in measurement that lead to measurable values being inconsistent when repeated
measures of a constant attribute or quantity are taken. This word indicates that they are
inherently unpredictable, and have null expected value, namely, they are scattered about the
true value, and tend to have null arithmetic mean when a measurement is repeated several
times with the same instrument.
• All measurements are prone to random error.

12. INDICATORS, VARIABLES, and FACTORS
• VARIABLES
– A quantity or function that may assume any given value or set of values.
– An educational variables (denoted by an English alphabet, like X) is a measurable
characteristic of a student.
– It may be directly measurable (e.g. X=age of student, X=height of student).
– Most often cannot be directly measured ( e.g. X=class participation of a student).
• INDICATORS
– The building blocks of educational measurement upon which all other forms of
measurement are built.
– A group of indicators constitute a variable
– They were introduced when direct measurements are not feasible
– An indicator I=denotes the presence or absence of a measured characteristics. Thus:
I=I, if the characteristic is present
I=0, if the characteristic is absent
– For the variable X=class participation, we can let I₁, I₂, ........ I┐ denote the participation of
a student in n recitations and let X=sum of the I’s divided by n recitations. Thus, if there
were n=10 recitations and the students participated in 5 of theses 10 then X=5/10 or 50%.
• FACTORS
– A group of variables form a construct or a factor
– Formed through a group of variables, and the variables which form a factor correlate
highly with each other but have low correlations with variables in another group

13. • Example
– The following variables were measured in a battery of tests:
X1 = Computational Skills
X2 = Reading Skills
X3 = Vocabulary
X4 = Logic and Reasoning
X5 = Sequences and Series
X6 = Manual Dexterity
– These variables can be grouped and be referred to as
follows:
Group1 : X1, X4, X5 = Mathematical ability
Factor
Group2 : X2, X3 = Language Ability Factor
Group3 : X6 = Psychomotor Ability Factor
• In educational measurement, we shall be concerned with
indicators, variables, and factors of interest in the field of
education.
INDICATORS, VARIABLES, and FACTORS

14. ASSESSMENT
• Is a process by which information is obtained relative to
some known objective or goal.
• Is a broad term that includes testing.
– A test is a special form of assessment.
– Tests are assessments made under contrived
circumstances especially so that they may be
administered.
IMPORTANT POINT TO PONDER
In other words, all tests are assessments, but not all
assessments are tests. We test at the end of a lesson
or unit. We assess progress at the end of a school year
through testing.

15. • Once measurement are taken of an educational quantity or quality of
interest, then the next step is to assess the status of that educational
phenomenon.
• FOR EXAMPLE:
– Suppose that the quantity of interest is the level of performance of 4th Year
High School students of Dona Carmen Denia National High School in English
subject.
– The proposed measurements are test scores obtained by administering a
standardized achievement test in English for 4th Year students in the said
school.
– The Division EPS in English decided to target an achievement level of 80%
with a descriptive equivalent of Progressing for the 4th Year students of
DCDNHS.
– Based on the achievement test results, the school officials of DCDNHS can
assess whether their 4th Year students are within the reasonable range of this
target, that is to say, whether they are above or below the achievement level
target
• Ranges:
– Percentage Descriptive Equivalent
– 70-75 Struggling Level
– 76-80 Progressing Level
– 80-85 Mastering Level

16. Assessment is the systematic gathering and
analyzing of information (excluding course
grades) to inform and improve student learning
or programs of student learning in light of goal-
oriented expectations
ASSESSMENT
• To know if students can apply what they
have learned in authentic situations.
WHY DO WE ASSESS?
To Improve
To Inform
To Prove

17. Why Is It Important To Assess?
• To find out what the students
know
• Knowledge
• To find out what the students
can do, and how well they
can do it
• Skill; Performance
• To find out how students go
about the task of doing their
work
• Process
• To find out how students feel
about their work
• Motivation, Effort
How Should We Assess?
1. Day-to-day
Observation
2. Tests and Quizzes
3. Rubrics
4. Rating Scales
5. Project Work
6. Portfolios

18. Assessment
Diagnostic
Summative
Formative
Placement
What Are The Functions Of Assessment?
• Diagnostic:
• Determining the gaps in learning or learning processes, hopefully, to be able to bridge
this gap.
• Tells us what the student needs to learn .
• Formative:
• Allows the teacher to redirect and refocus the course of teaching a subject matter
• Tells us how well the student is doing as work progresses.
• Summative:
• Determine the extent to which learning objectives for a course are met and why.
• Tells us how well the student did at the end of a unit/task.
• Placement:
• Determining the appropriate area where the student could do well both in in terms of
achievement and aptitude
• Tells us where a student would most likely excel

19. Comparison Between The Three Types Of Assessment
Assessment of
learning
Assessment as
learning
Assessment for
learning
*Assessment of
learning occurs at end
of year or at key
stages. It is
summative. It is for
grading and Report
cards.
*Assessment as
learning actively
involves students. It is
ongoing, and it involves
self and peer
assessment.
*Assessment for
learning is ongoing,
diagnostic, and
formative.
*summative
*teacher assessment
*self-assessment
*the development of
self-assessment skills
*diagnostic and
formative
*teacher assessment,
student self-
assessment, and/or
student peer
assessment

20. What Is Authentic Assessment?
Authentic assessment aims to evaluate students'
abilities in 'real-world' contexts. In other words,
students learn how to apply their skills to
authentic tasks and projects.
In Authentic Assessment, Students:
a) Do science experiments
b) Conduct social-science research
c) Write stories and reports
d) Read and interpret literature
e) Solve math problems that have real-world applications