This document discusses principles for assessing learning. It outlines 12 guiding principles, including that assessment should be an integral part of the teaching and learning process, assessment tools should match learning objectives, results should be fed back to learners, and assessment should consider individual learning styles. The document also discusses assessing learning before, during, and after instruction using both traditional tests and more authentic tools like portfolios and performances. The overall message is that assessment of learning needs to be a valid, reliable, and meaningful way to evaluate student understanding and progress.

1. Assessment of
Learning
Unit III Chapter
7
John Miguel F. Morales
Nhelvin Y. Solis
BSE-English 2-1

2. Guiding Principles in the
Assessment of Learning
The teaching cycle is not complete without
the assessment of learning.

3. 1. Assessment of Learning is an
Integral part of the Teaching
Learning Process
We teach with a certain objective to
attain. After we have taught, then it is
logical that we find out how well we
have attained our lesson objective, thus
we engage ourselves in the process of
assessment.

4. 2. Assessment Tool should
match with Performance
Which assessment toll to use, which
test to formulate must be based on
our performance objective. If our
assessment tool is aligned with our
performance objective, we can
claim our performance assessment
tool to be valid.

5. 3. The result of Assessment
must be fed back to the
Learners
 If the main purpose of
assessment is to find our
how well the learner has
attained a particular
learning objective, it goes
without saying that the
assessment process serves
its purpose only when we
return corrected test at the
soonest possible time.

6. 4. In Assessing Learning , Teachers must
consider Learners’, Learning Style and
Multiple Intelligence and so must come
up with a variety of assessing learning.
 These learning style
and multiple
intelligence are
considered in our
assessment
activities if they are
integrated in our
assessment
activities
themselves.

7. 5. To contribute to the building of the culture
of success in the school, it is pedagogically
sound that in our assessment techniques we
give some positive feedback along with not
so good ones
Starting our critical evaluation of
a performance or project by
accentuating on positive point
and giving in the form of
suggestions those not-so-good
points that definitely need
improvement will cushion the
impact of our critical evaluation.

8. 6. Emphasize on Self-
Assessment
 If our pupils/students
make learning objectives
their own , it is but fitting
and proper that in the
assessment stage they
do their self-assessment
against the standard or
criterion of success
established at the
beginning of the class
performance objective.

9. 7. If we Believe that our Task as Teacher is to
Teach ALL pupils/students, and that is
possible that All Students, even those from
Limited Backgrounds, will have Access to
Opportunities and therefore can Achieve,
then the Bell Curve Mentality must be
Abandoned
If we insist on the bell curve
mentality we will be made to
think that it is normal and is
expected if some fail. This
thinking may make us
complement.

10. 8. Assessment of Learning should
never be used as Punishment or as
disciplinary measure.
When we resort
to this sort of
practice, we
veer away from
the true purpose
of assessment,
i.e. to validate
learning

11. 9. Result of Learning Assessment
must be Communicated Regularly
and Clearly to Parents
Parents are keenly
interested in the
progress of their
children in school.
They like to know
how their children
are doing in school
and how they can
help their children
learn.

12. 10. Emphasize on Real World
Application that Favors Realistic
Performances over Out-Of-
Context Drill Items
Such Assessment require
students to generate rather
than choose a response, and
to actively accomplish
complex task while bringing to
bear prior knowledge new
learning and relevant skills

13. 11. To Ensure Learning, Do
Formative Assessment.
Do not wait until the chapter or
unit to check if your students
understood the lesson. While
you are in the process of
teaching, check for
understanding.

14. 12. To Ensure Reliability of
Assessment Result, Make Use of
Multiple Sources
Don’t rely on just one
source of assessment data.
Make use of multiple
sources-written test,
performance text,
portfolios, and observations.

15. Assessment in the
Different Phases of
Instruction

16. Prior to Instruction
You may give pre-teaching
assessment to determine
where students are in
relation to your lesson. You
can use KWL.

17. During Instruction
We can immediately find out if
our pupils/students can follow
the lesson by posing oral
questions or by observing them
as they perform classroom.
Activities or exercise.

18. After Instruction
This is referred to as
assessment of learning. If
you give a pre-test prior to
instruction, then you give a
post-test after instruction

19. Appropriate Assessment Tools
The teacher-made test or the
paper-and-pencil test in many
forms is the most common tool used
to assess learning. However, it has
been abused and misused. So more
and more teachers are using the
authentic tolls of assessment.

20. Authentic Tools of Assessment
 Performance Test are said to be more
authentic than mere paper-and-pencil
tests. The so-called practical tests in skill
subject like Physical Education. Another
example of an authentic evaluation tool
is the portfolio assessment.

21. Thank you for
Listening =)