The document discusses guiding principles for assessing learning. It states that assessment is an integral part of the teaching-learning process that allows teachers to evaluate how well learning objectives were attained and make adjustments. Formative assessments should be done frequently during instruction. Assessment tools should match learning objectives to be valid. Results must be provided to learners in a timely manner and consider different learning styles, abilities, and intelligences. Both positive and negative feedback should be given. Self-assessment and application of knowledge to real-world tasks should be emphasized over competition or standardized testing. Assessment occurs before, during, and after instruction to evaluate learning.

1. ASSESSMENT
OF LEARNING
“If a proof of the
pudding is in the
eating, then the
proof of learning is
results obtained
from assessing”

2. Guiding Principles
in the Assessment of
Learning

3. 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. Assessment is a sine qua non of teaching.
What we do after we have taught is determined by the
assessment results that we get after teaching. The process is an
integral part of teaching.
The formative evaluation must be done frequently to
determine learning that early for us to be able to make
adjustments to our lesson in accordance with formation
gathered.

4. Assessment tool should match with
performance objective
If our assessment tool is aligned with our performance
objective, we can claim our assessment tool to be valid.
Other than written and performance test as
assessment methodologies, is “product assessment”
classified into written and physical.
Danielson gives examples of written products:
1.Term papers
4. Newspaper articles
2. Short player
5. Letters to public officials
3. Laboratory report
Examples of physical products:
1.Dioramas
2.Sculptures
3. photographs

5. The result of assessment must
be fed back to the learners
If the main purpose of assessment
is to find out 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 quizzes, tests, seatworks,
assignment, and evaluated projects at the
soonest time possible.

6. In assessing learning, teachers must consider
learners, learning styles and multiple
intelligences and so must coming up with a
variety of ways assessing learning
With our written tests our “language smart” students are
always at an advantage. However, that would be at the
disadvantage of the kinesthetically intelligent, the musically
intelligent the spatially intelligent.
These learning styles and multiple intelligences are
considered in our assessment activities if they are integrated in
our assessment activities themselves. We may not be able to
integrate all learning styles and multiple intelligence
in one assessment activity but what we can do is
to strive to take into consideration as many learning
styles and multiple intelligences as possible.

7. To contribute the building of
the culture of success in the
school, it is pedagogically
sound that in our assessment
techniques we give some
positive feedback with not so
good ones.

8. Emphasize on self-assessment
Danielson asserts:
“assessment should not force student to
complete against one another; any
competition should be between student and
their own prior performance.(Danielson 2002)

9. If we believe that our task as
teachers is to teach all pupils/
students, and that it 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

10. Assessment of learning
should never be used as
punishment or as a
disciplinary measure

11. Result of learning
assessment must be
communicated
regularly and
clearly to parents

12. Emphasize on real world
application that favors
realistic performances over
out-of-context drill item

13. Assessment in the Different
Phases of Instruction

14. Prior to instruction
Research found that “teachers in school with
high achievement rates use pre-assessment
to support targeted teaching of skills
important to learn for standardized test as
well as to group students for re-teaching

15. During Instruction

16. After instruction
After you spent an hour or less
teaching , you would like to find out
proof of learning. You will do
formative evaluation.

17. 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. It is worthy to note, however, that
more and more teachers are beginning to use more
authentic tools of assessment. Performance tests
are said to be more authentic than mere paper-andpencil tests. The so-called practical tests in skill
subjects like Physical Education,
laboratory subjects. Computer and the
like are examples of performance tests.

18. Submitted by:
Kristine Ladiana
Catherine Zambrano
Annabelle Ramos
Lorna Reyes