We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck! A proper credit would be appreciated. • Jay-ar A. Padernal, BSEd Major in English, University of Mindanao ASSESSMENT vs. TESTING vs. MEASUREMENT vs. EVALUATION

1. ASSESSMENT
OF LEARNING
Presented by:
Jay-ar Padernal, Group 1
III- BSED English, UMDC

2. Group Activity:
Brainstorm about what an
Assessment is in 5 minutes.
Associate it into one word
and a representative from
each group will expound it to
the class.

3. Introduction.
As teachers, we find out if the learners are
actually learning (changing their
behaviour) as a result of the teaching.
Assessment is a means of finding out
what learning is taking place.
Apart from knowledge and skills, we also
measure other changes in behaviour
related to ‘personality’, social skills,
interests, learning styles, among others.

4. Introduction.
Assessment FOR Learning
vs.
Assessment OF Learning

5. Introduction.
Assessment FOR Learning (Formative) –
assessing the strengths and weaknesses of
students
Assessment OF Learning (Summative) – how
to certify student’s achievement; how well each
student has completed the learning tasks and
activities
Assessment AS Learning – plan a task that can
be used for instruction and assessment at the
same time; students engage in peer and self-
assessment, they learn to make sense of
information, relate it to prior knowledge and use
it for new learning

6. Introduction.
The Assessment itself can be done in
different ways:
1. Ask the learner to recall facts or
principles (e.g., What is ‘X’?)
2. Ask the learner to apply given or
recalled facts or principles (e.g., How does
X help you solve this problem?)
3. Ask the learner to select and apply facts
and principles to solve a given problem
(e.g., What do you know that will help you
solve this problem?)

7. Introduction.
The Assessment itself can be done in
different ways:
4. Ask the learner to formulate and solve
his or her own problem by selecting,
generating, and applying facts and
principles (e.g., What do I see as the problem
here and how can I reach a satisfying
solution?)
5. Ask the learner to perform tasks that
shows mastery of the learning outcomes

8. Introduction.
Participation is very important in assessment
evaluation. Learners should be actively
involved. Teachers and trainers are expected
to advise and guide the learners.
Norm-referencing – an assessment where
students are compared with each other. Used
as a tool for ‘sorting’ students for selection
purposes (e.g., progression to a higher level).
Criterion-referencing – an assessment of
learners in relation to a particular target or
level of performance.

9. Chapter 1.
Different Terminologies: Assessment,
Testing, Measurement and Evaluation
Assessment, testing, measurement and
evaluation mean many different things.
These terms are sometimes used
interchangeably in the field of education.

10. ASSESSMENT

11. Chapter 1.
Assessment
- is defined as an act of a systematic process
of collecting and interpreting information
about student learning.
- it is a general term that includes different
ways that the teachers used to gather
information in the classroom – helps the
teacher understand their students, uses to
plan and monitor their classroom instruction,
uses to worthwhile classroom culture, and
uses for testing and grading.

12. Chapter 1.
Different Purposes of Assessment:
1. To provide feedback to students
2. To serve as diagnostic tool for instruction
This answers the questions:
“Was the instruction effective?”
“Did the students achieve the intended
learning outcomes?”

13. TESTING

14. Chapter 1.
Testing
- the most common form of an assessment
- formal and systematic instrument, usually
paper and pencil procedure designed to
assess the quality, ability, skill or
knowledge of the students by giving a set
of questions in uniform manner
- refers to the administration, scoring and
interpretation of the procedures designed
to get information about the extent of the
performance of the students

15. Chapter 1.
Other processes of Assessment:
o Oral Questioning
o Observation
o Project
o Performance
o Portfolio

16. MEASUREMENT

17. Introduction.
Quantitative
vs.
Qualitative

18. Chapter 1.
Measurement
- a process of quantifying or assigning
number to the individual’s intelligence,
personality, attitudes and values, and
achievement of the students
- expresses the assessment data in terms
of numerical values and answer the
question, “How much?”

19. Chapter 1.
What happens next?
“After collecting the assessment data, the
teacher will use this to make decisions or
judgment about the performance of the
students in a certain instruction.”

20. EVALUATION

21. Chapter 1.
Evaluation
- the process of judging the quality of what
is good and what is desirable
- the comparison of data to a set of
standard or learning criteria for the
purpose of judging the worth or quality

22. Chapter 1.
For example:
In judging the quality of an essay written
by the students about their opinion
regarding the first state of the nation
address of Pres. Rodrigo Duterte,
evaluation occurs after the assessment
data has been collected and synthesized,
the teacher evaluates how well or to what
extent the students attained the
instructional outcomes.

23. Types of Assessment
Procedure
Classroom assessment procedures can be classified
according to the nature of assessment, format of
assessment, use in the classroom instruction, and
methods of interpreting the results
(Gronlund and Linn, 2000).

24. Chapter 1.
Nature of Assessment:
1. Maximum Performance – used to
determine what individuals can do when
performing at their best. (e.g., aptitude
tests, and achievement tests)
2. Typical Performance – used to
determine what individuals will do under
natural conditions (e.g., attitude, interest,
and personality inventories; observational
techniques and peer appraisal)

25. Chapter 1.
Format of Assessment:
1. Fixed-choice Test – used to measure
knowledge and skills effectively and
efficiently (e.g., multiple-choice tests)
2. Complex-Performance Assessment –
used to measure the performance of the
learner in contexts and on problems
valued in their own right (e.g., hands-on
laboratory experiment, projects, essays, and
oral presentation)