Assessment of learning

1. Assessment of
Learning
1

2. 2

3. The Interdependent Components
of Teaching: A Bird’s Eye View
3
What
we
know
The
way we
teach
Change
Taken from the presentation of Maria Celestina P. Amora,
MEdStudies, MAT - Math

4. 4
Challenging
Complex A continuing
process
Teaching

5. Assessment, Measurement &
Evaluation: Their Differences
5
@ compares two measurements
@ “How much change has occur?”
@ determines the value of
something(http://www.xrefer.com)
@ “How good?”
@ use of some tools or instruments
(tests) scales)
@ “How much?”
Evaluation
Assessment
Measurement

6. 6
Assessment in education is best
described as an action "to determine
the importance, size, or value of."
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.
As researched by APM

7. Why do we assess?
7
1.Improve the teaching –
learning process
2.To determine if teaching
objectives are achieved
3.To determine is strategies
used are effective
4.To determine the extent or
progress of student learning

8. 8
4. To motivate
pupils/students
5. To determine
alternative teaching
procedures
7. To give information for
administrative decisions
8. To focus students’
attention

9. 9
9. To make and report student
progress
10. To mark and report student
progress
11. To give guidance and
counseling to students
12. To classify students
13. To improve the teaching –
teaching process

10. What do we assess?
10
What to
assess?
PRACTICAL
SKILLS
A. Basic Skills
Observation
Recording
Measuring
Manipulating
Procedural
Following direction
B. Process Skills
Inference
Selection of
procedure
C. Investigative
Skills
Generative
Experimentation
Evaluating
Recording
ATTITUDES/VALU
ES
Enthusiasm
Perseverance
Honesty
Awareness
Environmental
concerns, etc.
COGNITIVE
SKILLS
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

11. Formative Assessment
11
Formative
Assessment
determines the
learner’s progress
through a learning
task

12. Summative Assessment
12

13. Diagnostic Assessment
13

14. Placement Test
14
Placement Test determines the
proper placement of a learners as
in sectioning or participation in
extra curricular activities e.g.
sports, glee club etc. It is
concerned with pupils’ entry level
of performance

15. Their Differences
15
• Concerned with pupils’ entry
level of performancePlacement
• Used to monitor learning progress
during instructionFormative
• Used to determine learning
problems
Diagnostic
Summative Used for accessing grades

16. Authentic Assessment
16
When is
assessment
“authentic”?

17. What is authentic learning?
17
authentic
learning
reliabl
e
Dependa
ble
Tru
e
Vali
d
Re
al
Genui
ne
true

18. Principles of Authentic Assessment
(BEAM, 2006)
18
Uses relevant, real life examples and
contexts
Is directly connected to the objectives of the
lesson(s)
Is about teaching for long term learning, and then
assessing for understanding
Is about assessing as a whole rather than as
a set of fragmented, unconnected tasks.

19. Principles of Authentic Assessment
(BEAM, 2006)
19
Has value beyond the evaluation period - the
learning is applied and related to other
aspects of life.
Often involves collaboration with
others
Assists curriculum evaluation.

20. RUBRIC
20
A scoring methods that lists
the criteria for a piece of
work, or “what counts”
It also articulates gradations
of quality for each criterion,
from excellent to poor.

21. 21
APPROPRIATENESS OF
ASSESSMENT METHODS

22. 1. Written-Response
Instruments
22
Objective Tests are
appropriate for assessing
the various levels of
hierarchy of educational
objectives.

23. 23
Multiple choice
test
True-false test
Matching type
Enumeration
Filling the
blanks
Used to test
the first four
to five levels
of the
hierarchy of
educational
objectives

24. ESSAYS – test the
student’s grasp of
higher level cognitive
skills particularly in the
areas of application
analysis, synthesis and
judgment24

25. TRUE-FALSE TEST
25

26. RULE 1
26
DO NOT GIVE A HINT
(INADVERTENTLY) IN THE
BODY OF THE QUESTION
Example: The Philippines gained its
independence in 1898 and
therefore celebrated its centennial
year in 2000. _______

27. RULE 2
27
AVOID USING THE
WORDS ALWAYS, NEVER,
OFTEN AND OTHER
ADVERBS THAT TEND TO
BE EITHER ALWAYS TRUE
OR ALWAYS FALSE

28. RULE 3
28
AVOID LONG
SENTENCES AS
THESE TEND TO BE
“TRUE”. KEEP
SENTENCES SHORT.

29. RULE 4
29
AVOID TRICK
STATEMENTS WITH SOME
MINOR MISLEADING
WORD OR SPELLING
ANOMALY, MISPLACED
PHRASES.

30. RULE 5
30
AVOID QUOTING
VERBATIM FROM
REFERENCE
MATERIALS OR
TEXTBOOKS.

31. RULE 6
31
AVOID SPECIFIC
DETERMINERS OR GIVE-AWAY
QUALIFIERS. STATEMENTS
WITH “NEVER” “NO” “ALL”
“ALWAYS” ARE MOST LIKELY TO
BE FALSE THAN TRUE.

32. RULE 7
32
WITH TRUE OR FALSE
QUESTIONS, AVOID A GROSSLY
DISPROPORTIONATE NUMBER
OF EITHER TRUE OR FALSE
STATEMENTS OR EVEN
PATTERNS IN THE
OCCURRENCE OF TRUE AND
FALSE STATEMENTS.

33. MULTIPLE CHOICE
TESTS
33

34. 2 PARTS
A. STEM
B. OPTIONS
34
Ruby’s father is sick.
The sentence is
________.
A. simple
B. compound
C. complex
D. compound-
complex

35. GUIDELINE # 1
35
DO NOT USE
UNFAMILIAR
WORDS, TERMS
AND PHRASES.

36. GUIDELINE # 2
36
DO NOT USE
MODIFIERS THAT ARE
VAGUE AND WHOSE
MEANINGS CAN DIFFER
FROM ONE PERSON TO
THE NEXT SUCH AS
MUCH, OFTEN,

37. GUIDELINE # 3
37
AVOID COMPLEX OR
AWKWARD WORD
ARRANGEMENTS. ALSO, AVOID
USE OF NEGATIVES IN THE
STEM AS THIS MAY ADD
UNNECESSARY
COMPREHENSION
DIFFICULTIES.

38. Example:
Development patterns acquired
during the formative years are
not unchangeable.
38
A
B
C
D

39. 39
DO NOT USE
NEGATIVES OR
DOUBLE NEGATIVES
AS SUCH
STATEMENTS TEND
TO BE CONFUSING.

40. GUIDELINE # 4
40
EACH ITEM
STEM SHOULD
BE AS SHORT AS
POSSIBLE.

41. GUIDELINE # 5
41
DISTRACTERS
SHOULD BE
EQUALLY
PLAUSIBLE AND

42. The biggest sea victory of the
Spaniards against the Moros was
the defeat of the Moro chieftain
42
a. Tagal
b. Bungsu
c. Sicala
d. Daniel
e. Noah

43. GUIDELINE # 6
43
ALL MULTIPLE
CHOICE OPTIONS
SHOULD BE
GRAMMATICALLY
CONSISTENT WITH THE
STEM.

44. The place that was never
conquered by the
Spaniards was
44
a. Lanao
b. Cotabato
c. Jolo
d. Zamboanga

45. GUIDELINE # 7
45
DO NOT MAKE
ANY KEY WORD OR
PHRASE IN THE
CORRECT
RESPONSE APPEAR
IN THE STATEMENT.

46. A member of the assembly in
1985 is called
46
a. assemblyman
b. delegate
c. congressman
d. representative

47. GUIDELINE # 8
47
MAKE THE
CORRECT RESPONSES
OCCUR IN RANDOM
ORDER.THEY SHOULD
NOT FOLLOW A
PATTERN.

48. 48
WRONG PATTERNS OF CORRECT
ANSWERS.
A. B. C.
1. a 1. a 1. a
2. b 2. a 2. c
3. c 3. b 3. b
4. d 4. b 4. d
5. e 5. c 5. a
6. f 6. c 6. c
7. g 7. d 7. b
8. h 8. d 8. d
BETTER
D.
1. c
2. b
3. a
4. a
5. d
6. c
7. d
8. b

49. GUIDELINE # 9
49
AVOID
PRESENTING
SEQUENCED
ITEMS IN THE
SAME ORDER AS

50. GUIDELINE # 1O
50
USE THE “NONE
OF THE ABOVE”
OPTION ONLY WHEN
THE KEYED ANSWER
IS TOTALLY
CORRECT.

51. Spain did not realize her dream
of an Asian empire because
51
a. her conquistadores were no longer
infused with fire and fury
b. of financial difficulties
c. the nations she attempted to conquer
were powerful
d. none of the above

52. GUIDELINE # 11
52
NOTE THAT USE OF
“ALL OF THE ABOVE”
MAY ALLOW CREDIT
FOR PARTIAL
KNOWLEDGE.

53. The causes of revolts against
Spain were
53
a. forced labor
b. high tribute to the Spaniards
c. religious intolerance
d. maltreatment of Filipinos by the
Spaniards
e. all of the above

54. GUIDELINE # 12
54
THE DIFFICULTY OF A
MULTIPLE CHOICE ITEM MAY
BE CONTROLLED BY VARYING
THE HOMOGENIETY OR
DEGREE OF SIMILARITY OF
RESPONSES. THE MORE
HOMOGENOUS, THE MORE
DIFFICULT THE ITEM.

55. Thailand is located next to:
55
a. Laos and Kampuchea
b. India and China
c. China and Malaya
d. Laos and China
e. India and Malaya

56. MATCHING TYPE
of TEST COMPOSED OF
TWO COLUMNS STIMULUS -
RESPONSE
56

57. Match the capital towns in column B
with the provinces in column A and
write the letter symbol of each town
in column A to which it corresponds.
57
A
____ 1. Bulacan
____ 2. Pampanga
____ 3. Zambales
B
a. Malolos
b. Vigan
c. San Fernando
d. Laoag
e. Iba
f. Lingayen

58. • THERE SHOULD BE TWO
COLUMNS, WRITTEN SIDE
BY SIDE. THE STIMULUS
COLUMN SHOULD BE
WRITTEN AT THE LEFT
SIDE AND THE RESPONSE
COLUMN AT THE RIGHT
SIDE.
58

59. •DIRECTIONS SHOULD BE
CLEAR IN STATING WHAT
ITEMS IN THE RESPONSE
COLUMN SHOULD BE
MATCHED WITHIN THE
STIMULUS COLUMN.
59

60. THE RESPONSE
COLUMN SHOULD
CONTAIN MORE ITEMS,
AT LEAST TWO OR
MORE THAN THE
STIMULUS COLUMN.
60

61. • ONLY ITEMS WITH THE
SAME RELATIONSHIP
SHOULD BE INCLUDED
SUCH AS WARS-DATES,
BOOKS-AUTHORS,
COUNTRIES-CAPITAL
CITIES.
61

62. FILLING THE
BLANKS
A COMPLETION TEST IS A
SERIES OF SENTENCES IN
WHICH CERTAIN IMPORTANT
WORDS OR PHRASES HAVE
BEEN OMITTED FOR THE
STUDENTS TO FILL.
62

63. 1. OMIT ONLY WORDS
THAT ARE ESSENTIAL TO
THE MEANING OF THE
STATEMENT OR
SENTENCE.
63
 __________ WAS THE FOUNDER
OF THE KATIPUNAN.

64. 2. DO NOT OMIT SO MANY
WORDS IN A STATEMENT.
THE STATEMENT MAY LOSE
ITS MEANING.
64
WRONG: _______ was the first ______ of
the _________.
RIGHT: _______ was the first President of
the Philippine Commonwealth.

65. 3. MAKE THE BLANKS EQUAL IN
LENGTH TO AVOID CLUES.
65
1. _______________ was the brains of the
Katipunan.
2. ________ was the brains of the founder
of La Liga Filipina.
3. _________ was the brains of the
Revolution.

66. 4. AVOID GRAMMATICAL
CLUES
66
1. Do not use a modifier a or an before
a blank.
Ex. An adjective modifies a ________ .
2. Make the answers to blanks in the
same statement the same in
grammatical form.
Ex. An octagon has _____ sides and a
pentagon

67. ESSAYS
- examinee is made to
discuss, compare, state
explain, analyze or
criticize.
67

68. RULE 1. PHRASE THE
DIRECTION IN SUCH A WAY THAT
STUDENTS ARE GUIDED ON
THE KEY CONCEPTS TO BE
INCLUDED.
68
EX. Of the five distinguishing
elements of the learner’s
capacity to learn, choose one
and give example.

69. RULE 2. INFORM THE
STUDENTS ON THE CRITERIA TO
BE USED FOR GRADING THEIR
ESSAYS.
69
Criteria for the topic “ Plant
Photosynthesis”
a. coherence
b. accuracy of statements
c. use of keywords
d. clarity
e. extra points for innovative ideas

70. RULE 3. PUT A TIME LIMIT
ON THE ESSAY TEST.
70

71. RULE 4. DECIDE ON YOUR
GRADING SYSTEM PRIOR TO
GETTING THE ESSAYS OF THE
STUDENTS.
71

72. RULE 5. EVALUATE ALL OF
THE STUDENTS’ ANSWERS TO
ONE QUESTION BEFORE
PROCEEDING TO THE NEXT
QUESTION.
72

73. RULE 6. EVALUATE
ANSWERS TO ESSAY
QUESTIONS WITHOUT
KNOWING THE IDENTITY OF
THE WRITER.
73

74. RULE 7. WHENEVER
POSSIBLE, HAVE TWO OR
MORE PERSONS GRADE EACH
ANSWER.
74

75. End of Part I
75

76. References
76
1. Training Module during the Two – day National Workshop on
Test Development
Davao City, Philippines
2. Handouts on Non-Traditional Assessment Tools
University of the Philippines, Diliman, Quezon City
3.